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These beliefs inform the work we do:
For those who would like to dig a little deeper into our beliefs, take a look at What We Think and Why We Think It.
We design rich tasks which encourage all students to work and think mathematically:
The structure of our tasks influences the nature of classroom interactions:
An example of what this might look like in practice can be found here.
Resourceful mathematicians appreciate that there is not just one way to approach a problem:
“I don't expect, and I don't want, all children to find mathematics an engrossing study, or one that they want to devote themselves to either in school or in their lives. Only a few will find mathematics seductive enough to sustain a long term engagement. But I would hope that all children could experience at a few moments in their careers ... the power and excitement of mathematics ... so that at the end of their formal education they at least know what it is like and whether it is an activity that has a place in their future.”