Maths

 

Introduction

At Lanner Primary School, we recognise maths as an essential life skill and we are committed to ensuring that all children have a positive and meaningful experience of the subject. We aim to present maths as a challenging, exciting and relevant subject in order to promote a confident attitude.

As a whole school, we have begun to transition towards a mastery approach to the teaching and learning of mathematics. We understand that this is a gradual process and take several years to fully embed. The rationale behind changing our approach to teaching mathematics lay within the research from the Mathematics Specialist Teacher Programme, the NCETM/ Maths Hub as well aas the 2014 National Curriculum, which states:

The expectation is that most pupils will move through the programmes of study at broadly the same pace.

Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.

Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

The Mathematical Aims

To ensure that 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 problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
  •          Foster positive attitudes towards mathematics by developing pupils’ confidence, independence, persistence and co-operation skills.

At Lanner Primary School, we believe that mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are organised into distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge and understanding to science and other subjects, and will be provided with opportunities to do so. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage.