School Curriculum Factors

National and community factors- These factors include environmental, economic, social, cultural and political issues. Even natural hazards, climate and climate related issues can affect number skills development. Many tropical countries suffer from diseases that spread in hot conditions, people who get these diseases are not able to work, learn or may die, so number skill development wouldn’t be a priority. Extremes of weather can damage development too. Some countries are poor and struggle, have people dying from hunger, thirst and illnesses, and have a refugee crisisaffecting their education system. Some countries have political issues, conflicts and wars, this would be much bigger issues to deal with and can limit development of education

Parents should encourage the children to be independent. They should also encourage the children to take part in after school clubs and out of school maths activities.

3.School factors

School Curriculum is a school factor that can affects number skill development if not implemented properly. Curriculum has been put in place to make sure that all children learn the same things. It covers what subjects schools should be teaching and it gives a guide what levels children should achieve. There are many things that should be taken into account when setting up schools’ curriculum. It needs to be right for all children and their needs. Maths teachers follow the schools’ curriculum in their planning to make sure that all areas of maths are being taught all through the year to cover each year group material. They use the suggested assessment guidelines for each child to make sure they achieve levels they should, accordingly to their age. When students are not taught the appropriate curriculum, they won’t be making expected progress.

School Numeracy Policy is another school factor that can affect number skill

A teacher is an important classroom factor. Good teacher should have a great knowledge of mathematics. This knowledge should allow them to teach better and with confidence. A good math teacher should care about their students. They should have a variety of teaching strategies that include different sort of students and should be suitable for different styles of learning. They should be able to have a good understanding of their students and to be able to engage them in lessons well. They should be able to gain student’s respect and manage their behaviour; set clear rules and expectations. They should be able to set a calm and maths rich classroom environment where pupils feel safe. The environment should contain lots of displayed maths vocabulary and examples of new concepts and ideas. Good teachers should provide the students with lots of practical activities, and should be able to set some challenging tasks; they should give the students opportunities to share, discuss and explain their ideas and findings. All students should be provided with great, interesting and challenging resources and materials to help them with their learning; they should be