View related sites
The initial stage of developing Cambridge Mathematics will take place over five years. The first year includes an international consultation of the Cambridge Mathematics Framework. The consultation takes the form of a series of sets of linked questions which are relevant for those both in the UK and international contexts.
Join the consultation
We consider the twin ideas of counting and measuring and how a well-structured experience of early mathematics can lay a strong foundation for the ideas of discrete and continuous.
Probability and Statistics seem to be fertile ground for opinion when looking at illustrating the connections within and across themes.
This question re-examines the work of Froebel and others who introduced sophisticated ideas in simplified forms to young learners.
This question reflects on the topics debated at a recent seminar lead by David Leigh-Lancaster from the Victorian Curriculum and Assessment Authority in Australia.
Randall Charles suggests that ‘big ideas and understandings’ could be taken as a foundation for a primary and lower secondary mathematics curriculum
Where is the starting point for the Framework? From content, tasks or problem sets?
What should a ‘big picture’ of learning maths contain? I’d be very happy to hear of any innovative work on this.
Is it possible to start to design a framework from a different place, by considering what maths is really necessary for functioning in society?
Looking at the body of the framework and what could be useful descriptions for mapping
How might threshold concepts in maths be of use in devising the framework?
In the second set of questions Lynne McClure looks at different approaches to framework design
The first set of linked questions considers the structure of the Cambridge Mathematics Framework.