The National Curriculum states, ‘A high quality mathematics education 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.’
The national curriculum for mathematics aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics and develop conceptual understanding
- reason mathematically by following a line of enquiry
- can solve problems by applying their mathematical knowledge and skills
Maths at Stratford-sub-Castle School?
At Stratford-sub-Castle CE Primary School we are working towards using a mastery approach to teaching mathematics. Currently. Miss Hannah Crook and Mrs Jodie Water have been part of a Teaching Research Group with the Solent Maths Hub focussing on developing mastery in our school.
Mastery of mathematics is a teaching methodology adopted by the most successful countries in Asia, ranking highest in the world in terms of mathematical attainment by the age of 15. The 2014 curriculum encourages a mastery approach and introduction of the ‘Expected Standard’ for each year group emphasises the importance of children achieving sets of key skills and knowledge. This approach dictates that children, once meeting the objectives, are extended through questioning, deep analysis and exploration to broaden their knowledge. Thus ensuring that concepts are fully and securely understood before moving onto new objectives.
The benefit of this approach is it caters for all styles of learners, ensures secure learning for higher attaining children and time and support for children that find Mathematics more challenging to keep up with their peers.
There are the ‘Five Big Ideas’ in mastery which teachers aim to use in lessons.
Taken from: https://www.ncetm.org.uk/resources/50042
An essential part of teaching for mastery is the CPA Approach (concrete, pictorial, abstract). The calculation policy focuses on the links between, and also the progression through, Concrete, Pictorial and Abstract. Teachers go between the three different stages to reinforce concepts.
Concrete is the ‘active’ stage, using concrete objects/manipulatives to solve problems. Manipulatives are chosen for the pupils by the teacher. Manipulatives are selected upon the most appropriate for the concept. Teachers may vary which manipulatives are used for a concept.
Pictorial is the ‘seeing’ stage, using representations of the objects involved in maths problems. This stage encourages children to make a mental connection between the physical object and abstract levels of understanding, by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem.
Abstract is the ‘symbolic’ stage, where children are able to use abstract symbols to model and solve maths problems. The ‘abstract’ concept is introduced when children has a firm understanding of the ’concrete’ and ‘pictorial.
In lessons, you will find the teacher engaging in whole class teaching, developing carefully scaffolded examples to build knowledge through small steps. Pupils will be using diennes, rods, counters, tens frames or Numicon to explore new concepts with a great emphasis on securing knowledge of
Place value before anything else. Pupils will draw pictures to represent their objects and use part part whole, bar modelling and number lines to show these representations.
Pupils spend much longer than previously on core concepts to ensure that they are secure and embedded before moving onto new learning. Pupils who grasp concepts quickly will be encouraged to go to Greater Depth and use and apply that knowledge to different situations, solving problems and completing investigations. Pupils who are struggling to grasp concepts are not given easier work to do but are supported through targeted support and/or use of manipulatives.
We use White Rose as our main scheme of work across the school. Regular opportunities are provided to the children, such as activities from nrich and ncetm, to widen and deepen their mathematics understanding.
Each maths booklet is named after a different planet and is stuck in back of Spelling Books. The Maths Planet Booklets are pitched in line with year group expectations. They contain the number objectives from the National Curriculum and these will be taught during the year in maths. They are designed to support parents to reinforce this learning outside school. The children need to be very secure in their knowledge and ability to recall (quickly) in order to ‘achieve’ each objective.
Teachers will indicate in the Maths Planet Booklet which facts need to be practised at home. Children need to show that the learning has been embedded. Once you feel your child is confident with the fact put a date in the ‘Home’ column. The dates in the ‘Home’ column must be at least two weeks apart to show they have practiced over a period of time. When a fact is tested in school, the teacher will either put a sticker on the ‘star’ on the front cover or date the completed fact to show your child has been tested and has been successful. This can only be done in school!
The Front Cover
Initially, children need to have a secure understanding of the value of number, and need to be able to create numbers in different ways. These facts needs to be recalled quickly.
- Number bonds – two numbers that add together to make a whole. e.g. 5 = 1 +4 or 3+ 2
- Subtraction facts for number bonds – the reversal, e.g. 5 – 2 = 3, 5 – 1 = 4
- Doubles –children need to be able to mentally double numbers to 20, e.g. double 4 = 8, double 16 = 32
- Halves – the reversal of doubles facts. They need to be able to mentally half even numbers, e.g. ½ of 14 = 7
In KS2 we focus on children having quick recall of their times tables facts, although they do begin learning these within KS1. You can practice by:
- writing/solving them in order
- writing/solving them ‘muddled up’
- quickfire reciting, e.g. 1 x 2 = 2, 2 x 2 =4
- quickfire recall of any fact
Children also need to know the division facts for their times tables, e.g. if 3 x 4 = 12, 12 ÷ 4 = 3. ‘BBC SuperMovers’ have times tables songs which are active and fun to help recite these facts.
The ‘Inside’ Facts
Inside each Planet Booklet, there are listed the relevant number knowledge and facts that each child needs to apply in their year group, as stated in the National Curriculum.
Here is our Calculation Policy – Calculation Policy VERSION 1 INTRO Calculation Policy VERSION 1 ADDITION SUBTRACTION Calculation Policy VERSION 1 MULTIPLICATION DIVISION
ictgames.com – http://www.ictgames.com/resources.html
Numberblocks – http://www.bbc.co.uk/cbeebies/shows/numberblocks