Purpose of study
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.
The national curriculum for mathematics aims to ensure that all 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 routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
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, by necessity, organised into apparently 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 to science and other subjects.
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. 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.
Information and communication technology (ICT)
Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced near the end of key stage 2 to support pupils¡¦ conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure. In both primary and secondary schools, teachers should use their judgement about when ICT tools should be used.
The national curriculum for mathematics reflects the importance of spoken language in pupils¡¦ development across the whole curriculum ¡V cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
At St. Michael’s considerable importance is attached to the children achieving and understanding mathematical processes, concepts and skills.
A positive mental attitude is encouraged by presenting lessons in an interesting and enjoyable way, allowing the children to actively participate in the learning process, hence creating a sense of achievement and confidence. There is a strong emphasis on the development of mental arithmetic and giving opportunities for pupils to use and apply mathematics in real life situations.
Maths is taught through a daily Numeracy lesson which follows the principles of the Primary Numeracy Framework. All of our children have their own personal maths' targets that they refer to regularly, to ensure that each child is striving to achieve the very best they can. Class teachers also plan for opportunities to develop and apply key mathematical skills in other subjects throughout the year.
Recently at St Michaels, we have invested in a range of resources to support the children’s learning and development of conceptual understanding in Mathematics. The main resource we have purchased is Numicon.
Numicon is a range of multi-sensory maths resources using imagery, models and signs to raise mathematical achievement.
These resources help children to develop fluency by using a visual, practical base to develop conceptual understanding and fluent recall.
Furthermore, it helps children to reason mathematically through the use of concrete objects and spoken language to explain and justify.
It will also help children to develop into confident problem-solvers since it provides them with visual a stimulus to support their reasoning communication.
Finally, Numicon can help us make confident and competent Mathematicians, as well as making learning fun and interactive.
For more information please visit Numicon at the following website address: