In primary school, mathematics is often seen as a sequence of steps to be followed correctly. Students learn algorithms, but they don’t always understand what they are doing. The difference between knowing how and understanding why can quickly become a barrier.
At the webinar “Mathematics with Meaning: Practical Strategies for Developing Thinking in Primary School”, organized by Avenor College as part of the PACT for IMPACT project, 240 teachers explored together how mathematics can become a meaningful learning experience—one that allows children to think critically and apply their knowledge in new contexts.
We invite you to learn more about Avenor’s approach to teaching mathematics in primary classes from Andreea Popa and Daniela Stăvaru, primary school teachers and hosts of the event.
The First Signs of Difficulty
„At the beginning, the confusion isn’t always about mathematics itself, but about how children understand representations and language. In Pregătitoare, writing numbers in mirror image can create confusions like 12/21. In Grade 1, difficulties arise with shapes and spatial understanding, and in Grade 2, students can struggle with the difference between ‘2 more’ and ‘2 times more.’ If learning remains procedure-focused, these conceptual gaps quickly turn into blockages. This is the moment when many children start saying, ‘I’m not good at math.”
The blockage doesn’t appear because math is too hard, but because learning becomes associated with pressure and fear of making mistakes,” explains Andreea Popa, primary school teacher.
Learning Beyond Algorithms
One of the key messages of the webinar was clear: students can apply algorithms correctly without understanding what they are doing.
„“A child might calculate 24 × 6 correctly, but if the problem is framed differently—like ‘we have 24 objects in 6 groups’—they may not recognize the situation. This shows that learning has been memorized, not transferred. Understanding mathematics means being able to explain your thinking, make connections between ideas, and apply knowledge in new contexts. Mathematics with meaning is not about memorization; it’s about understanding and application” , says Daniela Stăvaru, primary school teacher.
Lessons That Develop Thinking
”“A mathematics lesson that focuses on thinking changes the role of the teacher. The teacher no longer provides immediate solutions but creates contexts for exploration and asks questions. The first minutes are not about method but about meaning: activating prior knowledge, stimulating thinking, and sparking curiosity.
Simple but powerful questions make the difference. At first, children may feel unsure, but gradually they engage more deeply and become independent learners. In this way, mistakes are no longer failures but opportunities for learning and reflection ,” explains Andreea Popa, Primary School Teacher
The 3C Model: Concept, Competence, Character
Another central element discussed during the webinar is the 3C model (Concept, Competence, Character). This approach ensures that students not only know concepts but can also apply them and learn how to learn. The concept is the central idea, competence shows what the student can do with it, and character develops perseverance, courage, and the ability to make mistakes and learn from them.
“Mathematics thus becomes a context for developing thinking and self-confidence,” explains Daniela Stăvaru. Using this model, students learn that the learning process is as important as the final result.
How to Recognize Understanding
One of the main questions teachers asked during the webinar was how to recognize understanding.
From classroom experience, both at Avenor and at Gheorghe Vernescu School—where the Avenor model of teaching mathematics is piloted as part of PACT for IMPACT—understanding becomes visible when a child can explain to another student and be understood, when they compare two different methods, or when they check if an answer makes sense. Even mistakes gain value because they reveal the child’s thought process.
Parents can support learning at home by asking questions that encourage reflection: instead of “Did you get it right?”, they can ask, “How did you think about it?” or “Why does it work?””. Providing space for thinking and accepting mistakes is essential for reducing math anxiety.
Why Mathematics with Meaning Matters
We live in a world where answers are instantly available. What makes the difference is the ability to think, make decisions, and solve new problems. Mathematics with meaning is not about calculation speed; it’s about understanding, making connections, and applying knowledge in new contexts.
After primary school, what remains is not formulas, but thinking, creativity, and the courage to approach problems independently.
A Message for Teachers and Parents
“Change one question, and you will change the way students think,” was the advice from Avenor teachers to their colleagues attending the webinar. Mathematics with meaning is about understanding, applying, and thinking—not memorization or speed. It’s the kind of mathematics students truly need.
