Why teach mathematics?
- It is enjoyable.
- It is used to analyse and communicate information.
- It transcends cultural barriers.
- It teaches children skills for life.
- It helps us to understand the world.
- It crosses curriculum boundaries being used over a range of subjects.
The aims of mathematics at William Barnes
- To develop a positive attitude to numeracy by presenting it as an enjoyable, interesting and attractive subject.
- To develop children’s confidence in their own ability to understand and tackle mathematical challenges.
- To develop their ability to think clearly and logically with independence of thought and flexibility of mind.
- To develop an understanding of mathematics through a process of enquiry and experiment.
- To make children aware of the uses of mathematics in everyday learning and in the world beyond the classroom.
- To encourage persistence through sustained learning in mathematics, that requires perseverance over a period of time.
- To encourage children to express their mathematical ideas both orally and in written form.
Current Practice
- All teachers and teaching assistants follow the National Curriculum 2014.
- Long term planning takes the form of the programmes of study for each year group in National Curriculum 2014 and outlined by White Rose Maths.
- Long term planning outlines the content to be covered in number, measures, geometry and statistics
- In reception long term planning is drawn from the EYFS Statutory framework and White Rose Maths.
- In year 1 there is no statistics content, and in year 6 Algebra is added as a further area of learning.
- Medium term planning divides the learning objectives in the National Curriculum 2014 between six half terms and ensures even coverage.
- The White Rose Maths scheme of learning is used as a template for long term and medium term planning.
- Teachers use a mastery approach and adapt the medium term plans accordingly.
- In year 6, planning is condensed to allow full coverage in good time for national tests.
- Overall progress in mathematics is assessed at least termly using Testbase assessments.
- All teaching of maths is infused with the Assessment for Learning Strategies developed by the school.
- Teachers create a balance between rapid recall of number facts, the understanding and consolidation of new concepts and the application of knowledge in their planning and teaching.
- Cross curricular links between maths and other subjects are encouraged whenever possible.
Curriculum
Curriculum and progression map linked to White Rose Maths planning.
How We Teach
At William Barnes Primary School, at least an hour each day is dedicated to the teaching of mathematics. Lessons structure is consistent throughout year groups and follows a firm routine.
- Retrieval – recalling prior knowledge learnt in maths
- Whole Class Feedback – Teacher gives feedback for successes and areas of improvement from previous lesson
- Teaching input – Children to use whiteboards throughout this to check for understanding.
- Independent activity – Children work independently with appropriately scaffolded activities. Manipulatives should be available for anyone that requires them. Teachers will live mark during this time to give immediate feedback and address misconceptions.
- Daily Reasoning Challenge – Each lesson ends with a reasoning problem that links to that lesson’s learning.
- Maths fluency – 4 times a week, children complete a maths fluency session for 10 minutes. This focusses on retrieving concepts already taught to develop fluency and to embed in long-term memory.
Concrete – Pictorial – Abstract
Manipulatives are vital in supporting children with their understanding on mathematical knowledge. Manipulatives are on offer in all classrooms during maths lessons for those that require them. Children use these concrete objects to help them understand and be able to explain processes. Common manipulatives that will be used are: Numicon, tens frames, bead-strings, dienes, and place value counters. Children are then able to progress to using pictorial methods alongside these concrete manipulatives to ensure strong foundations in mathematical concepts. Children then progress to use abstract methods confidently with the understanding formed through concrete and pictorial methods.
Manipulatives are to be on offer in all maths lessons and children should be able to decide whether they need to use them as support.
Methods for using manipulatives are outlined in the calculation policy (below).
Mathletics
Matheletics is a subscription based on-line learning resource that supports children in year 5 and 6 with their learning of maths. This programme complements homework that has been set and children are encouraged to reach 1000 points a week to obtain a certificate. Mathletics can also be used during dedicated maths lesson time.
Times Tables Rock Stars
Like Mathletics, this is a subscription based on line learning resource. Its focus is developing rapid recall of times tables and is geared towards preparation of children for the year 4 national times tables assessment. In year 3 and 4, teachers use Times Tables Rock Stars. However, children across the school have Times Tables Rock Stars accounts.
Numbots
Numbots is another subscription based on-line learning resource and is primarily used for children in reception and key stage 1. It focusses upon children having a strong understanding of number bonds up to 20. It can also be used as an intervention to support children across the school.
Calculation policy for addition, subtraction, multiplication and division.