“The only way to learn mathematics is to do mathematics.”
Paul Halmos
Characteristics of Mathematics
At St. Mark’s we strive to foster:
- An understanding of the important concepts and an ability to make connections within mathematics.
- A broad range of skills in using and applying mathematics.
- Fluent knowledge and recall of number facts and the number system.
- The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
- The ability to think independently and to persevere when faced with challenges, showing a confidence of success.
- The ability to embrace the value of learning from mistakes and false starts.
- The ability to reason, generalise and make sense of solutions.
- Fluency in performing written and mental calculations and mathematical techniques.
- A wide range of mathematical vocabulary.
- A commitment to and passion for the subject.
“Divide each difficulty into as many parts as is feasible and necessary to resolve it.” Rene Descartes
Essentials Curriculum Coverage
The programmes of study are, by necessity, organised into apparently distinct domains:
- To know and use numbers
- To add and subtract
- To multiply and divide
- To use fractions
- To understand the properties of shapes
- To describe position, direction and movement
- To use measures
- To use statistics
- To use algebra
However, pupils make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They also apply their mathematical knowledge to science and other subjects.
Year 3/4 Maths overview
Year 5/6 Maths overview
Link to the National Curriculum
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335158/PRIMARY_national_curriculum_-_Mathematics_220714.pdf
Teaching and Learning Opportunities
Through our cross-curricular and theme based approach, pupils are provided with regular opportunities to:
- Count and calculate in increasingly complex contexts, including those that cannot be experienced first hand.
- Rigorously apply mathematical knowledge across the curriculum, in particular in science, technology and computing.
- Deepen conceptual understanding of mathematics by frequent repetition and extension of key concepts in a range of engaging and purposeful contexts.
- Explore numbers and place value so as to read and understand the value of all numbers.
- Add and subtract using efficient mental and formal written methods.
- Multiply and divide using efficient mental and formal written methods.
- Use the properties of shapes and angles in increasingly complex and practical contexts, including in construction and engineering contexts.
- Describe position, direction and movement in increasingly precise ways.
- Use and apply measures to increasingly complex contexts.
- Gather, organise and interrogate data.
- Understand the practical value of using algebra.
Wyndham Park and St. Mark’s Calculation Policy
Currently being updated
“Mathematics in not about numbers, equations, computations, or algorithms: it is about UNDERSTANDING.”
William Paul Thurston
Depth before Breadth
Planning and assessing for progress is centred around the pupil’s depth of learning and understanding. This depth is achieved through: repeating skills, combining concepts and forging connections for greater breadth – rather than practising a ‘further, faster’ approach.
Mastery
Mastery is a journey and long-term goal, achieved through exploration, clarification, practice and application over time. Encouraged through our topic-based approach, pupils who have Mastery in Maths will independently:
- Identify which mathematical approach is most effective in different scenarios
- Combine different concepts to solve complex problems
- Represent ideas in multiple ways
- Communicate using mathematical language
- Apply knowledge to unfamiliar and real-life situations
For more information on Mastery
https://www.ncetm.org.uk/public/files/19990433/Developing_mastery_in_mathematics_october_2014.pdf
“Too often we give children answers to remember rather than problems to solve.”
Roger Lewin
Concrete to Abstract
Incorporating objects and pictures into the teaching and learning process allows pupils to enrich their understanding of abstract concepts. Too often, children learn a calculation strategy with poor understanding of the ‘how’ and ‘why’. As the complexity of the curriculum unfolds, access to other concepts and problems is hindered. Therefore, concrete resources and pictorial techniques are applied in every year group alongside written methods to firmly embed understanding throughout the school.
Extra-curricular Maths
In addition to the application of Maths within other curriculum areas, St. Mark’s offers opportunities for real-life problem solving outside of the classroom: our Y6 Maths Mentors lead their own activities to support pupils;the Experience Maths Club provides practical and outdoor experiences after school; Parents’ Workshops explore ways to develop Maths through everyday home activities; whilst Home Learning Tasks allow the pupils to investigate and enjoy Maths in the real-world.
“Good mathematics is not about how many answers you know… It’s how you behave when you don’t know.”
Author unknown
St Mark’s and Wyndham Park Calculations Policy