-To enable pupils to be proficient, competent and confident with numbers, shapes and measures, and to have the ability to solve routine and non-routine mathematical problems.
- To foster positive attitudes towards mathematics by developing pupils confidence in using mathematical equipment and vocabulary, and through developing their mental strategies.
- To develop the ability to communicate mathematics.
- To develop an understanding of mathematics through a process of enquiry and experiment.
These will, in turn, work towards the aims of the National Curriculum (2014) for all pupils to:
- To become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- To reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof
using mathematical language.
- To solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down
problems into a series of simpler steps and persevering in seeking solutions.
We use the White Rose Maths Hub long-term, medium-term and small steps planning and the associated resources. This ensures progression both in objectives and calculation methods through whole school standardised methods: concrete, pictorial and abstract. Teachers also have access to the Master The Curriculum and Twinkl White Rose Maths resources that are designed to run alongside the scheme. Teachers are also encouraged to use NRich, HeadStart Primary and NCETM resources and publications to assist in planning for fluency, reasoning and problem solving. The teaching of mathematics will be in line with the whole school teaching and learning policy. It will also be wholly compatible with the school aims and mission. Depth of knowledge is the basis of our teaching and challenges/activities are encouraged to follow in these three interlinked areas:
- PROBLEM SOLVING
Fluency - become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems.
Conceptual fluency e.g. exploring five strands of place value, what an equivalent fraction is and identifying features of different representations of data.
Procedural fluency e.g. +- x ÷ calculation methods linked to whole numbers, fractions and decimals and exploring step by step methods.
Recall of known facts, developing number sense, children know why they are doing what they are doing and know when it is appropriate and efficient to choose different methods and applying skill to multiple contexts e.g. x by 10 to convert units of measurements.
Reasoning - reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Conjectures relationships and generalisations e.g. if I add an odd and an odd number it will always result in an even number or all quadrilaterals have 4 right angles – true or false?
Developing an argument, justification or proof using mathematical language e.g. prove it, justify, convince me, how can you work it and how did you work it out?
Reasoning twists – alike and different, odd one out, true or false, spot the mistake and sometimes, always or never true (NCETM reasoning progression charts).
Problem solving - can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Secures and builds upon conceptual understanding (fluency) and mathematical thinking and language (reasoning) to help solve sophisticated problems in unfamiliar contexts.
Explore five types of problem solving in different strands of mathematics –
UNDERSTANDING, EFFICIENCY, ACCURACY AND FLEXIBILITY
EXPLORING AND PROVING IT!
‘Glue which helps mathematics make sense’
APPLYING AND PERSEVERING
Concrete manipulatives, pictorial representation and symbolic recording
Mathematical language, thinking and communication
Linked to all strands of mathematics
All aspects explicitly taught for all children
Feedback will be given in line with schools Feedback Policy which encourages instant feedback during lessons and whole class feedback at the start of the subsequent lesson.
Assessment trackers are maintained throughout the year. Each objective is assessed through classwork and unit assessment tests and each child is rated for each objective covered on a 1-3 system. 1 - some evidence, but not yet secure; 2 - objective is secured; 3 - working at greater depth.
At the end of each term children from Year 2 upwards (Year 1 in the Summer Term) will sit standardised tests in arithmetic and problem solving. These tests are based on the end of year objectives and are designed to be able to show progress across the year as well as comparable scores in other core areas.
Each child is then given a score from 0 - 6 for the subject at the end of each term throughout the year. 0 - below age related expectations; 1 - emerging, 2 developing (working towards the age related expectation); 3 - progressing, 4 - secure (working at the age related expectation); 5 - exceeding, 6 exceeding with greater depth (working beyond the age related expectation). The aim is for every child to achieve 3 or 4 in every subject at the end of the year.
Children are encouraged to complete Maths homework regularly over the week. Every child from Year 2 upwards has a Times Table RockStars login and every pupil from Year 1 upwards has a MyMaths login. Class pages on the school website links to the two applications and teachers can set tasks as and when appropriate (aiming for at least one MyMaths task a week from Year 2 upwards).
Children talk enthusiastically about their maths lessons and speak about how they love learning about maths. They can articulate the context in which maths is being taught and relate this to real life purposes. Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems and they are fluent and accurate when using calculations to solve these problems. Attainment will remain high and progress will be at or above the expected norms.