Intent
As committed and passionate mathematicians, our children will gain understanding of the important concepts and an ability to make connections within mathematics by developing a broad range of skills and mathematical vocabulary in using and applying mathematics. Fluency in performing written and mental calculations and mathematical techniques as well as the recall of number facts and the number system will be key in underpinning the ability to show initiative in solving problems in a wide range of contexts, including the new or unusual. Maths will permeate the rest of the curriculum, thus enabling children to practise and master skills in context.
Our children will also be able to think independently and to persevere when faced with challenges, showing a confidence of success, embracing the value of learning from making mistakes and false starts.
Implementation
We have a consistent approach towards the teaching of maths across the school through using White Rose and NCETM Maths curriculum materials. Children are taught via a mastery approach, which these curriculum materials are built around, ensuring a deeper understanding of maths using concrete, pictoral and abstract resources addressing the three main areas of maths: Fluency, Reasoning and Problem Solving.*
Challenge is used across the school, with appropriate support for all children, with the expectation that all children can achieve in maths as they working towards the same end point, thus removing any ‘ceiling’ to their learning. Tasks and challenges are set accurately with reference to Assessment for Learning to meet the needs of all children and that they include a range of include fluency, reasoning and problem solving questions.
*Fluency:
Fluency is at the centre of the National Curriculum for maths and as such, refers to knowing of key mathematical facts and methods and recalling these efficiently. Children will 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:
Mathematical reasoning is the critical skill that enables a student to make use of all other mathematical skills. With the development of mathematical reasoning, students recognize that mathematics makes sense and can be understood. They learn how to evaluate situations, select problem-solving strategies, draw logical conclusions, develop and describe solutions, and recognize how those solutions can be applied. Mathematicians are able to reflect on solutions to problems and determine whether or not they make sense.
Problem Solving:
Problem solving is about engaging with real problems; estimating, discovering, and making sense of mathematics. Real problems don't have to be 'real world' applications, they can be within mathematics itself. The main criterion is that they should be non-routine and new to the children.
Impact
High expectations and consistency of precise task design in maths ensure that children think and speak as mathematicians and approach problems in logical ways in order to find solutions. They demonstrate that they are able to apply what they have been taught to different ‘real world’ problems, bridging their knowledge of mathematics to find solutions in different contexts.
Maths