Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. This high-quality mathematics education provides the foundation for understanding the world, the ability to reason mathematically, an appreciation and sense of enjoyment and curiosity about the subject.
We advocate a mastery approach to our mathematics teaching. The Mastery approach means that we are taking learning at a steadier pace, as well as providing deeper and richer experiences for children who are above the national expectation for their ages. Through a mastery approach using the White Rose resources in addition to other high quality resources the school hope pupils will become fluent in the fundamentals of mathematics, including varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and ability to recall and apply knowledge rapidly and accurately.
Daily lessons will include new mathematical concepts introduced using a ‘Concrete, Pictorial and Abstract’ (CPA) approach; enabling all children to experience hands-on learning when discovering new mathematical topics, allowing them to gain fluency and flexibility, while using reasoning skills to solve mathematical problems. This enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. We aim for children to achieve their fullest potential in this subject.
• Pupils being taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time. This ensures that all can master concepts before moving to the next part of the curriculum sequence.
• Lesson design identifying the new mathematics that is to be taught, the key points, the difficult points and a carefully sequenced journey through the learning. In a typical lesson the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion.
• Use of the CPA approach where the use of manipulatives is central to our teaching.
• Children being required to verbalise their thinking. Depth of mathematical understanding is developed through children’s communication about maths using the correct mathematical language. Pupils are asked to explain, justify and prove their ideas deepening their understanding of a concept. More time given to discussion.
• Teachers using questioning to check understanding and any misconceptions. If children have struggled with a concept, teachers will intervene to address the issue that same day where possible
• Opportunities for children to investigate carefully planned open questions that require them to sort, compare, seek patterns and look for rules. To further develop as active mathematicians, children need opportunities to ask questions and create their own problems to explore.
In order for the children to meet the aims of the National Curriculum they need to become fluent in the fundamentals of mathematics, reason mathematically and solve problems. It is essential for children to be secure in number bonds and arithmetic. There will be opportunities to practise these in lessons.