In Mathematics, we support and enable our pupils to become fluent in all areas of the subject, so that they can reason mathematically and solve problems. We also focus on specific mathematical skills, in discrete lessons each day, to ensure that children develop and deepen their understanding and skills at an age-appropriate level. We adopt a mastery approach to teaching mathematics, which helps children to reach age related expectations and provides additional challenge, to enable children to deepen their understanding of mathematical processes and principles. We recognise that mathematics is an interconnected subject and look for links to develop children’s mathematical learning, and ability, in relevant ways through themed learning.
Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject. The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths. Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material.
Maths is taught using the 5 Big Ideas shown below:
- Coherence -Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.
- Representation and Structure -Representations used in lessons expose the mathematical structure being taught, with the aim being that students can do the maths without recourse to the representation.
- Mathematical Thinking- If taught ideas are to be understood deeply, they must not merely be passively received, but must be worked on by the student: thought about, reasoned with and discussed with others.
- Fluency- Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics.
- Variation- Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.
Maths at Crick Primary School:
Please click on the links below to find out more about the following areas: