Askew, Mike, Back, Jenni, Field, Jenny, Trundley, Ruth and Wood, Christina (2021) The teaching and learning of multiplication bonds: a Position Statement. Other. Mathematic Association (MA) and the Association of Teachers of Mathematics (ATM), Derby, UK.

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Abstract

This Position Statement arises from a national need for clarification around the teaching of multiplication bonds (times tables), following the introduction of the year 4 statutory Multiplication Tables Check. The Joint ATM/MA Primary Group have frequently considered this issue and in the light of this, the ATM and MA invited a select group of Mathematics Educators, renown for their national expertise in this field, to co-author a Position Statement on behalf of these two large Professional Bodies. This statement was then peer reviewed by a selected group of Members and then put to the Joint MA/ATM Committee for approval and subsequent publication. This statement will help to inform the national debate around how best to teach and learn multiplication bonds.

Item Type:	Monograph (Other)
Additional Information:	Joint ATM/MA Primary Group Working Party Writers: Mike Askew, Jenni Back, Jenny Field, Ruth Trundley, Christina Wood. Reviewers: Janine Blinko, Carol Handyside, Louise Hoskyns-Staples.
Uncontrolled Keywords:	multiplication bonds; times tables; ATM; MA; multiplication tables check; national position statement; Professional Body for Mathematics
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB2361 Curriculum Q Science > QA Mathematics
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning Faculty of Education, Health & Human Sciences > School of Education (EDU)
Related URLs:	Publisher
Last Modified:	24 Sep 2026 11:42
URI:	https://gala.gre.ac.uk/id/eprint/43148

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