Let's Work It Out!
If your child practises number facts for 10 minutes a day, they could have an extra 70 minutes per week or 3,640 minutes each year developing their mental maths skills!
Intent - What are we trying to achieve?
Mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways. Mathematics is important in everyday life, critical to science, technology and engineering, and necessary in most forms of employment. It is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them.
Children who have mathematical fluency are confidently able to apply their mathematical knowledge and skills both at school and in their daily lives.
The new national curriculum for mathematics aims that all pupils:
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems overtime, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing argument, justification or proof using mathematical language
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
Aims and objectives @ YFPS
Our school is committed to delivering a ‘Mastery Curriculum’, which ensures continuity and progression in the teaching of mathematics. Within a unit of work, the time spent on teaching a specific learning objective or set of learning objectives depends on the needs of the children.
A ‘Mastery Curriculum’ is designed to create a learning atmosphere:
Where all pupils can and will achieve
With a focus on the development of deep structural knowledge
Developing rapid recall of key number facts
Through carefully chosen examples and representations supporting the opportunity to make connections between mathematical ideas
Keeping the class working together wherever possible
Spending longer time on key topics to ensure depth of understanding
Providing regular problem solving opportunities in familiar and unfamiliar contexts.
Implementation - How will we achieve this?
What is the concrete pictorial approach in maths?
At Yealmpstone Farm Primary we believe it is important that children develop a deep understanding of the mathematical concepts they are learning. Therefore we have changed our teaching of maths, taking on the concrete, pictorial, abstract (CPA) approach, which is a system of learning that uses physical and visual aids to build a child’s understanding of abstract topics.
Pupils are introduced to a new mathematical concept through the use of concrete resources (e.g. fruit, Dienes blocks etc). When they are comfortable solving problems with physical aids, they are given problems with pictures – usually pictorial representations of the concrete objects they were using alongside the abstract.
Impact - What difference will this make?
Our practical approach to mathematics ensures we are able to meet the complex needs and range of abilities the children at our school have. Our focus on fluency, reasoning and problem solving provides challenging learning as well as opportunities to contextualise mathematics and encourage children to not see mathematical skills in isolation, but to integrate them into other aspects of their learning and lives. We have placed a far greater focus on reasoning and have seen mathematical resilience improving across school alongside the quick recall of facts and procedures. Challenging children to explore their work in greater depth has seen children become more reflective
and interested in exploring learning yet further.
A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.