This essay will critically discuss the issues related to teaching arithmetic since 2007 in primary schools. Implications emerging from these discussions for the newly qualified teacher will be highlighted. With the introduction of the Structured National Strategy for Mathematics in 1999, mathematics began to improve. Better-performing House of Commons research (2008-9:1) states that in 2008, 79% of primary school pupils at key level 2 (age 11) met the standards expected by the government, stating that these results were the best ever recorded. Thus supporting the idea that the introduction of the strategy had a positive effect on the teaching and learning of mathematics. However, the report also suggests that vital improvements are still needed and clearly suggests that there are still numerous gaps that need to be filled to improve pupils' achievement at primary level. Since the introduction of the national system in 1999 the mathematics strategy has made no significant changes to the teaching of arithmetic in English primary schools. Although the figures were promising, the government still believes that an improvement can be made. In light of the quality and achievement of mathematics in primary schools, the Government commissioned Sir Peter Williams (2008) to undertake an independent review of mathematics teaching which led to numerous recommendations being made to improve the teaching of such a vital part of the school. education of primary age children. The report suggests that mathematics pedagogy plays an important factor in children's learning. The report expresses the implications and positive aspects of teaching arithmetic to children and how this will impact the future...... half of the document ......asks many questions in relation to the teaching of arithmetic promises positive changes in the way the teacher can deliver lessons. Yet he contradicts this notion by exposing how it should be taught, especially with the introduction of traditional pen and pencil methods. This suggests that mental arithmetic is not that important. The new national curriculum promises much for mathematics teaching as it has sought to ensure that teachers are not limited to how or what they teach, suggesting that the teacher will be empowered to do what they think is right. Teaching and l Learning arithmetic is at the forefront of education, the new curriculum promises much in teacher development but is unable to meet these expectations. One thing is certain that debates and discussions about teaching and the new curriculum will continue in the future.