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Why we teach Mathematics
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.
The national curriculum for mathematics aims to ensure that all pupils:
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
(National Curriculum, July 2014)
Teaching methods and approaches
Teachers use Rising Stars and The White Rose scheme of work in Maths planning for each year group to help guide and inform their teaching of children.
Lessons have a flexible approach that use a Staggered Input approach (when appropriate) to ensure that each group of children is receiving teaching at a pitch and pace suitable to them. Teachers use their own judgement in how to approach teaching a concept and will incorporate group, paired or individual work as appropriate using a range of strategies including Kagan strategies.
Pupils engage in:
The development of mental strategies
Mathematical discussion using precise mathematical language.
Consolidation of basic skills and routines
Role of Subject Leader:
The subject leader (Mr. Martin Gorman) is responsible for improving the standards of teaching and learning in mathematics.
This is done in the following ways:
tracking pupil progress in mathematics
monitoring of school environment through completion of learning walks
monitoring teaching and learning through observing lessons
monitoring teaching and learning by completing book scrutiny 3 times per year
co-coaching of staff
delivery of INSET
delivery of staff meetings and CPD of teaching and learning strategies for teaching staff and LSAs
purchasing, organising and auditing of resources
keeping up to date with recent mathematics developments
supporting staff in the teaching of mathematics