This article explains how high-stakes standardised tests are distorting primary school mathematics and failing to promote pupils' cognitive development. It argues for observation and journaling for both formative and summative assessment in order to recover an emphasis on reflective mathematical understanding and problem-solving.
To cite this article
GAWAIN LITTLE, JO HORN, STEPH GILROY-LOWE (2017) Maths is More than Getting the Right Answer: redressing the balance through observation, FORUM, 59(2), 207-216. http://doi.org/10.15730/forum.2017.59.2.207
