Mathematics Vision Statement

“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.” National Curriculum 2014

A Stoke Park mathematician

- has a positive attitude, fascination and excitement of discovery during mathematics lessons

- develops a ‘can do’ attitude, especially when problem solving

- can confidently reason about their mathematics, using a suitable range of mathematical language, recognising its importance for communication and deep thinking

- uses a wide range of models, visual manipulatives and practical resources to develop a deep conceptual understanding alongside procedural fluency

- develops knowledge and understanding of how mathematics is used in the wider world by making rich and varied real life connections

Intent    

The teaching and learning of mathematics at Stoke Park Junior School will allow the children to make connections, reason, problem solve and develop lifelong mathematical skills. We aim for pupils to become fluent in the fundamentals of mathematics, through varied and frequent practise so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. This will then allow them reason mathematically by following a line of enquiry, understanding relationships and generalisations within and across mathematical concept; allowing children to develop an argument, justification or proof using mathematical language. In line with end of key stage expectations children are given many opportunities to solve problems by applying their mathematics to a variety of routine and non‐routine problems, encouraging them to persevere when seeking solutions

Implementation  

Our mathematics curriculum is split into three distinct areas of focus: mathematic domains, times tables and arithmetic. This ensures full coverage of the National Curriculum. All elements are taught through a spiral curriculum founded on principles of retrieval practice, interleaving and spaced learning.

“The only way to learn mathematics, is to do mathematics” Paul Halmos

Children’s initial experiences of new concepts focuses on the concrete: using physical objects to model problems (this lays foundation for conceptual understanding). Then at the appropriate point in their learning this will move onto pictorial learning, where concepts are further explained using diagrams or pictures representing the problem (further strengthening conceptual understanding). Eventually problems are represented by mathematical numbers and symbols, the abstract (which confirms conceptual understanding). Correct mathematical vocabulary is used by all teachers and this is discussed with and explained to children who are then encouraged to use it independently when talking about maths. Vocabulary is displayed clearly on working walls and is referred to in every lesson. To ensure the cognitive load is not over baring for children, where possible we adopt an approach of task variation rather than variety. Children are still exposed different problems at a point in their learning where they are ready. 

Impact  

Throughout their school life children will understand the relevance and importance of what they are learning; in relation to real world concepts. Children know that maths is a vital life skill which they will rely on in many areas of their daily life. Children have a positive view of maths due to learning in an environment where maths is promoted as being an exciting and enjoyable subject in which they can investigate and ask questions. Additionally, children will feel comfortable making mistakes because this can strengthen their learning. Children are confident to ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem. Our children have a good understanding of their strengths and targets for development in maths and what they need to do to improve.