cognitive acceleration
DEVELOPING CHILDREN'S THINKING
The principles of CAME
CAME aims to contribute to the teaching of mathematics at specific times in primary and secondary schooling, where youngsters have a 'window
of opportunity' for rapid intellectual development in the context of mathematics with the help of specialist teachers. This development is to
be achieved through cognitive stimulation using carefully selected challenging classroom tasks over two-year periods. The emphasis in these
tasks is on 'big ideas' or organising conceptual strands in mathematics, rather than on procedures and algorithms.
The CAME approach helps to underpin the notations and algorithms stipulated in the mathematics syllabus with real understanding through pupils effectively reconstructing the underlying concepts for themselves. Without the weight of exam revision on their shoulders these young pupils will be relatively open to challenges that require deep thinking and conjecturing. This complements the other ingredients in students' mathematical experience: instruction and practice and/or investigations. This balanced diet of mathematical experience, delivered with forethought and co-ordination, significantly raises the whole of the thinking capacity of the students, with a lasting effect that creates a stable basis for higher achievement in later school years, whether for exams or for further learning. The aim, therefore, is cognitive development, permanent and general, as well as meaningful learning of mathematics here and now.
There are now over 100 thinking maths lessons across Foundation Stage and KS1, 2 and 3. many of which have been published by major publishers and are used in hundreds of schools. New lessons are in the process of development and classroom trial. The approach provides a fresh look at the curriculum, one that follows children's various routes from experiences to formal mathematics at any level. Each activity covers key maths topics (algebra, ratio, number etc) and seeks to provide an essential ingredient in a 'balanced diet' of experiences by children.
