INTRODUCTION

This Module introduces a somewhat new type of examination question in which the

mathematical processes involved, especially the choice and explanation of strategies

and discussion of results, are as important as the answers obtained. This is reflected

in the marking schemes.

The questions set will be drawn from a wide variety of problems which are loosely

linked under the heading "Patterns and Numbers". The range of problems is not

defined in the conventional way by specifying a topic area or listing the mathematical

techniques involved. Instead, the problems will involve situations in which, starting

from the consideration of some particular cases, a pattern has to be found and then

formulated into a general rule. These processes are important throughout

mathematics and number properties and patterns provide a suitable field in which

they can be developed.

It should be noted that, in the examination, candidates will be given credit for

explanations of what has been attempted at each stage and for what has been

discovered. More generally, mark schemes will be designed to give credit for:

(i) showing an understanding of the problem,

(ii) organising information systematically,

(iii) describing and explaining the methods used and the results obtained,

(iv) formulating a generalisation or rule, in words or algebraically.

The following sample of questions gives an indication of the variety likely to occur in

the examination. Sample marking schemes and their application to sample answers

are provided. The mark8 given here indicate the proportion of credit assigned for the

various parts of a question out of a total of 10 marks. In the examination the total

mark given for a particular question will depend on its length and on where it appears

in the question paper. Each of the questions in this sample would take up about 20

minutes of examination time.

INTRODUCTION TO THE MODULE This Module aims to develop the performance of children in tackling
mathematical problems of a more varied, more open and less standardised kind than is normal on
present examination papers. It emphasises a number of specific strategies which may help such problem
solving. These include the following: * try some simple cases * find a helpful diagram * organise
systematically * make a table * spot patterns * find a general rule * explain why the rule works * check
regularly Such skills involve bringing into the classroom a rather different balance of classroom activities
than is appropriate when teaching specific mathematical techniques; for the pupils, more independent
work and more discussion in pairs or groups, or by the whole class; for the teacher, less emphasis on
detailed explanation and knowing the answers, and more on encouragement and strategic guidance.
The Module is not concerned with any narrowly defined area of content or mathematical technique
within the existing syllabus. Because the strategic skills it focuses on are demanding, it concentrates on
the simpler techniques which most pupils will have mastered (e.g. using numbers and discovering simple
patterns), while giving credit to those who bring more sophisticated techniques (e.g. algebra) to bear on
the problems. A fuller discussion of these aims and the rationale behind the Module follows. Why
problem solving? The Cockcroft Report on mathematical education said, in paragraph 243:
"Mathematics teaching at all levels should include opportunities for: * exposition by the teacher; *
discussion between teacher and pupils and between pupils themselves; * appropriate practical work; *
consolidation and practice of fundamental skills and routines; * problem solving, including the
application of mathematics to everyday situations; * investigational work. Many teachers would like to
include more problem solving and investigational work in the mathematics curriculum. Most do not
because they feel under pressure to concentrate on what is on the examination syllabus. They do not
feel able to devote