Maths 

Our Mathematics Principles

Pupils should:

• Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.
• Reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
• We believe that ability within Mathematics is not fixed. We are developing the mindsets of children and adults alike to develop a Growth Mindset and a “WE CAN” attitude to Mathematics. 
• Maths this year will foster positive attitudes, fascination and excitement of discovery through the teaching and learning of mathematical concepts
• broaden children’s knowledge and understanding of how mathematics is used in the wider world by making rich and varied real-life connections through links with the wider curriculum
• Our children will confidently reason about their mathematics, using a suitable range of mathematical language, recognising its importance for communication and deep thinking and will have a ‘can do’ attitude, especially when problem solving
• Teachers will foster children’s independence by giving them the time to have a go, make mistakes and learn from them

For a more detailed look at our Maths Curriculum, please see the Maths Overview Document below  or  download here. More information about Maths Mastery can be found below the document and the link to White Rose Maths website is here

mathematics overview hba.pdf

Maths Mastery

When children are taught to understand maths concepts and how they work, they develop fluency and the ability to solve non-routine maths problems without relying on rote learning or having to memorise procedures. This is maths mastery. 

We follow a maths mastery scheme: "White Rose Maths" which:

• Helps children develop a deep, long-term and adaptable understanding of maths
• Is based on worldwide evidence and research into the most successful approaches to teaching maths
• Results in greater progress by moving at a pace where children have time to really understand 'why' as well as 'how'
• Uses questioning, discussion, feedback, finding patterns, and mental strategies.
• Matches the current National Curriculum for mathematics
• Is endorsed by the Department for Education and the National Centre for Excellence in Teaching Maths.

Concrete, Pictorial, Abstract (CPA) approach

Children (and adults!) can find maths difficult because it is abstract. The CPA approach builds on children’s existing knowledge by introducing abstract concepts in a concrete and tangible way. Children learn new concepts initially by using concrete examples, such as counters, then progress to drawing pictorial representations before finally using more abstract symbols, such as the equals sign.

• Addition and subtraction Representations
• Multiplication and Division Representations

 Parent Guides  

Click to view short 'How to videos' providing information on how you can help your child understand:

Addition, Subtraction, Multiplication, Division, Fractions, Algebra

Calculation Progression

1 calculation policy 2022 pdf.pdf

 Differentiated activities through depth rather than acceleration

The class works through the programme with time spent consolidating understanding of each topic before moving on. Ideas are revisited at higher levels as the curriculum spirals through the years. Tasks and activities are designed so all children are successful whilst still containing challenging components and plenty of opportunity for differentiation. Children who grasp concepts quickly, are challenged with rich and sophisticated problems within the topic to develop their higher-order thinking skills. Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on.

Problem solving

Lessons and activities are designed to be taught using problem-solving approaches to encourage children's higher-level thinking, building on what children know to develop their understanding of how maths ideas links together.

Variation

The questions and examples are carefully varied to encourage children to think about the maths. Rather than provide mechanical repetition, the examples are designed to deepen children's understanding and reveal misconceptions.