Mathematics
The three aims of the national curriculum:
The national curriculum for mathematics aims to ensure that all pupils:
Fluency
- 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.
Reasoning
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
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
Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include reasoning, problem-solving skills and the ability to use knowledge with fluency.
Mathematics is important in everyday life for many forms of employment, science and technology, medicine, the economy, the environment and the development in public decision-making. It can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, suddenly sees hidden connections.
The Mathematics teaching at our school is geared towards enabling each pupil to develop within their capabilities not only the mathematics skills and understanding required for later life, but also an enthusiasm and fascination about Maths itself. We aim to increase pupil confidence in mathematics so they are able to express themselves and their ideas using the language of mathematics with assurance.
In Foundation Stage children access mathematics through a range of activities. This includes whole class teaching and small group focused activities with an adult. Opportunities also arise for them to use their Maths skills, outdoors and indoors, when playing.
The National Curriculum for Mathematics describes what should be taught in Key Stage 1. We teach the 2014 mathematics curriculum which provides detailed guidance in implementing a balanced curriculum and ensures continuity and progression in the teaching of mathematics. Pupils engage in the development of mathematical strategies, written methods, practical and investigational work, problem-solving and mathematical discussion.
We provide a multi-sensory learning environment for the teaching of Maths. We recognise different learning styles that pupils may have. We use visual resources throughout the school and use them as a foundation for understanding concepts. We make cross-curricular links with other subjects and links to everyday real-life experiences. We build on pupils’ previous experiences in order for them to reach their full potential in understanding mathematics further.
Mathematics
The three aims of the national curriculum:
The national curriculum for mathematics aims to ensure that all pupils:
Fluency
- 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.
Reasoning
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
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
Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include reasoning, problem-solving skills and the ability to use knowledge with fluency.
Mathematics is important in everyday life for many forms of employment, science and technology, medicine, the economy, the environment and the development in public decision-making. It can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, suddenly sees hidden connections.
The Mathematics teaching at our school is geared towards enabling each pupil to develop within their capabilities not only the mathematics skills and understanding required for later life, but also an enthusiasm and fascination about Maths itself. We aim to increase pupil confidence in mathematics so they are able to express themselves and their ideas using the language of mathematics with assurance.
In Foundation Stage children access mathematics through a range of activities. This includes whole class teaching and small group focused activities with an adult. Opportunities also arise for them to use their Maths skills, outdoors and indoors, when playing.
The National Curriculum for Mathematics describes what should be taught in Key Stage 1. We teach the 2014 mathematics curriculum which provides detailed guidance in implementing a balanced curriculum and ensures continuity and progression in the teaching of mathematics. Pupils engage in the development of mathematical strategies, written methods, practical and investigational work, problem-solving and mathematical discussion.
We provide a multi-sensory learning environment for the teaching of Maths. We recognise different learning styles that pupils may have. We use visual resources throughout the school and use them as a foundation for understanding concepts. We make cross-curricular links with other subjects and links to everyday real-life experiences. We build on pupils’ previous experiences in order for them to reach their full potential in understanding mathematics further.