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MATHS @HEATHFIELD


MATHS @HEATHFIELD
At Heathfield, the teaching and learning of Mathematics aims to ensure that all children become fluent in the fundamentals of Mathematics. This is achieved through varied and frequent practice with increasingly complex problems so that children have conceptual understanding, the ability to recall and apply knowledge rapidly and accurately, reason mathematically and solve problems. 
 

Our curriculum is designed and adapted to ensure we interweave prior content into new concepts, enable children to make connections across Mathematical ideas and gives sufficient time for children to explore concepts in depth, building children’s confidence and understanding.

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PROGRESSION 
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CURRICULUM OVERVIEW
 

Curriculum Intent

Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of the world’s most intriguing problems. It is essential for everyday life; critical to science, technology and engineering; necessary for financial literacy and all crucial for all forms of employment.

 

High quality mathematics experiences, therefore, provide:

 

  • a foundation for understanding the world
  • the opportunity to reason mathematically
  • an appreciation of the power of mathematics
  • a sense of enjoyment and curiosity.

AIMS

To ensure all pupils:

  • develop the conceptual understanding of all pupils; Concrete à pictorial à abstract (CPA)
  • Develop strong ‘number sense’ and understanding of early number skills on which they can build a firm foundation of mathematical knowledge and understanding
  • ensure our pupils become fluent in the fundamentals of mathematics;
  • support the ability to recall and apply knowledge rapidly and fluently;
  • develop the mathematical confidence of all children;
  • reason mathematically following a line of enquiry;
  • apply mathematical reasoning to every relevant subject
  • ensure pupils can calculate efficiently.
  • enjoy mathematics

Mathematics is an interconnected subject in which requires pupils to move fluently between representations of mathematical ideas.  The programmes of study are, by necessity, organised into distinct domains, but pupils should be given the opportunity to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasing sophisticated problems. They should apply their mathematical knowledge across all relevant subjects.

Implementation

From very early on in children’s school life, we expect children to use and understand numbers, which are abstract concepts. The CPA (concrete, pictorial, abstract) approach helps children achieve secure number sense – that is, a sense of what numbers really represent and how to use them mathematically. This is done through a series of carefully chosen representations – first using physical objects (concrete), then diagrams or pictures (pictorial), and ultimately using representations such as numerals (abstract) that help build pupils’ understanding of distinct mathematical structures and make connections between them. Research shows that greater success in having a good understanding of number at an early age has a positive correlation with success later on in education. 

The expectation is that the majority of pupils will move through the programmes of study (Outlined in the White Rose Maths curriculum overview) at broadly the same pace. However, decisions about progress should always be based on the security of pupils’ understanding and their readiness to progress to the next step. Pupils who grasp concepts readily should be challenged through the use of rich and sophisticated problems (Reasoning, Problem solving & DIVES).  Those not sufficiently fluent with earlier material should consolidate their understanding, including additional practise, before moving on.

MATHEMATICS and connections to other subjects within the National Curriculum

Whilst mathematics is taught discreetly, it is important to promote the use of mathematical understanding within other relevant areas of the curriculum.

Subjects where connections are made are:
Computing: including the application of coding skills and use of mathematical concepts such as number and shape, pupils at Heathfield enjoy opportunities to access mathematical question sets through the use of ‘Learning by Questions’ software accessed through Chromebooks and tablets across school.

Science: in areas which require an understanding of statistics, good understanding of mathematical concepts such as number and reasoning with statistics are important for pupils to be able to access and create data sets collected from scientific investigations and experiments.

 SPOKEN LANGUAGE

The National Curriculum for mathematics reflects the importance of spoken language in for pupils’ across the curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof.  They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by discussion to probe for misconception and challenge and extend where appropriate.

EARLY YEARS

Work undertaken within the foundation stage is guided by the recommendations set out in Development Matters and assessed at regular intervals using the Early Years Outcomes Document. Children are given opportunities to develop their understanding of mathematics through a range of activities that allow children to use, enjoy, explore practise and talk confidently about mathematics. Mathematics activities should be taught in all areas of the classroom. Consolidation and enrichment of mathematical concepts are provided through the use of challenges and enhancements.