Mathematics
Intent
‘Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.’
DfE National Curriculum 2014
At Rushton CE First school, our aim is to ensure that all pupils (irrespective of their starting points) are equipped with a ‘toolkit’ of mental, supported and written methods that they understand and can use correctly. When faced with a calculation, in a problem or unfamiliar context, pupils will be able to decide which method is most appropriate and apply this accurately. They will have strategies and the inclination to check its accuracy and interpret the solution in the context of the problem.
We aim for our pupils to achieve mathematic competence, confidence and reliability within the expectations for their age group.
Since 2017/2018 we have been using the Teaching for Mastery approach to Mathematics. Underpinning this approach is the firm belief that all pupils can achieve the expected standard in Mathematics. In order to achieve this aspirational goal, we are developing a consistent approach to teaching and learning that is grounded in the principles of Teaching for Mastery.
Implementation
Teaching for Mastery approach to Mathematics describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering Maths.
As the NCETM states: “Mastering Maths means acquiring a deep, long-term, secure and adaptable understanding of the subject. At any one point in a pupil’s journey through school, achieving mastery is taken to mean acquiring a solid enough understanding of the Maths that’s been taught to enable him/her to move on to more advanced material.”
What does Teaching for Mastery look like in classrooms?
We believe that there is no one model for teaching Mathematics and that there cannot be a ‘checklist’ for monitoring lessons. There are several principles that guide the practice within and beyond our classrooms. Below is a summary of what some of these principles look like in our classrooms.
Consistency and Precision
We believe that being precise and clear about what we want children to learn leads to better consistency and continuity. There is no fixed scheme of work for mathematics as we recognise the need for teachers to exercise their professional judgement in relation to how long children need to secure particular aspects of the curriculum. The objectives in the National Curriculum and the Early Years Foundation Stage are deconstructed into small, sequential steps that aim to deepen and broaden children’s mathematical understanding.
Time
Gaining a deep understanding of Mathematical concepts is at the heart of teaching for mastery. Learning objectives are revisited over several sessions. Children receive explicit instruction on concepts, patterns and language. Children are provided with carefully designed intelligent practice which is skillfully varied to challenge their misconceptions and to deepen their understanding. Problem solving and reasoning activities are woven into this practice rather than being left to the end of a unit. Children are expected to be active participants in their Maths lessons and are expected to use the correct Mathematical vocabulary and explain their understanding. A consistent concrete, pictorial, abstract approach is used throughout the school whereby staff carefully consider the best resources and equipment to scaffold children’s mathematical thinking.
Challenge
Children are taught in their year groups. We aim for all pupils to move and work through the National Curriculum content together. Early interventions are put in place for those children who are working below expectations so that they ‘keep up’ rather than catch up. For those children that are secure, we aim to provide well designed challenges that enable these children to deepen their Mathematical knowledge at a ‘greater depth’. Children are not introduced to content beyond their year group expectations. As Rushton CE Primary School is a small school with mixed age groups, we acknowledge that teaching children in their separate year groups is not always possible. We look closely at the programmes of study and find links where children would benefit from being taught as a whole class.
Early Years Foundation Stage
We believe that all children in the Foundation Stage should achieve their Early Learning Goals so that they leave Reception ready to start their learning journey in Key Stage One. In order to achieve this children receive:
- Daily, direct teaching input with the whole-class in mathematics.
- Adult-led mathematics focus groups which are designed to build-on or re-enforce the main lesson content
- Carefully designed continuous provision is planned for within all areas of the learning environment. This is skillfully designed to link with the current or previous maths focus in order to either:
- Consolidate this in different contexts
- Assess (gather evidence of) children’s understanding
- Question children’s depth of understanding
- Develop children’s mathematical language
- Provide opportunities to extend children’s learning into greater depth
- Interventions when appropriate in order to make sure all children secure the identified key understandings for Reception so they are Year 1 ready.
Impact
Children at Rushton CE First School will be able to:
- Recall number facts (addition, subtraction, multiplication and division)
- Have a good understanding of the relationships between the four calculations and use this understanding to develop fluency in their number facts
- Move between different representations of their mathematics
- Apply their mathematical understanding to a range of contexts.
2-progression-map-addition-and-subtraction
3-progression-map-multiplication-and-division