Mathematics is a ‘creative and highly interconnected discipline’ (DfE, 2013, p.3) which is often misinterpreted as having a narrow, arithmetic focus. Both
associations uphold the current National Curriculum (NC) aims of fluency (conceptual understanding), reasoning (following a line of enquiry, conjecturing
relationships and generalisations, developing an argument, justification of proof using mathematical language) and problem solving (non-routine
problems). One of the purposes of this document is to remind practitioners of the importance of these aims in interpreting the Ofsted Research Review.
After all, these aims support a ‘high-quality mathematics education [which] provides a foundation for understanding the world, the ability to reason
mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject’ (DfE, 2013, p.3).