'A high-quality mathematics education 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.' (DfES 2014)
Our aims for Maths at Coppetts Wood are based on the National Curriculum document which is to ensure that all pupils:
- become fluent in the fundamentals of mathematics
- reason mathematically .
- can solve problems
To achieve these aims, we strive to:
- Develop a numerate environment where mathematical risk-taking, creativity and logical thought are encouraged in order to develop independent learners.
- Secure fluency with numbers and the number system;
- Develop the ability to solve problems through decision-making, reasoning and logic in a range of contexts;
- Promote a positive and confident attitude to mathematics through celebrating achievement, supporting and challenging all pupils
- Develop mathematical communication through speaking and listening, practical activities and recording work.
To enable all children to access the curriculum and achieve their best, we teach mathematical concepts using a variety of strategies based upon the foundation of a Concrete, Pictorial, Abstract (CPA) approach. This allows our children to develop independence and become confident mathematicians who comfortably engage in mathematical dialogue and problem-solving.
At the centre of the mastery approach to the teaching of mathematics is the belief that all children have the potential to succeed. They should have access to the same curriculum content and, rather than being extended with new learning, they should deepen their conceptual understanding by tackling challenging and varied problems. Similarly, with calculation strategies, children must not simply rote learn procedures but demonstrate their understanding of these procedures through the use of concrete materials and pictorial representations.
Children’s fluency in arithmetic remains of great importance, with number facts, times table facts and various strategies for calculation taught and practiced at school. A progression towards efficient written calculations is developed and applied consistently in each year-group.
In the Foundation Stage, children are given the opportunity to develop their understanding of number, measurement, pattern and shape and space through a combination of short, formal teaching sessions as well as a range of planned structured play situations, where there is plenty of scope for exploration. Children will become competent ‘counters’ so that their fluency with the number system provides a foundation for mathematical understanding. Counting forwards and backwards in many different sized steps as well as from different starting and ending points is essential and opportunities for this will be planned for.