Chidham Parochial Primary School

“Love each other as I have loved you.” John 15 verse 12

Maths

The pedagogical approach to teaching mathematics

Why?

At Chidham Parochial Primary School, we want our mathematicians to develop an appreciation of the importance and enjoyment of mathematics.

They will be curious mathematicians who think deeply about the world, approaching problems creatively and flexibly, including breaking problems down into a series of simpler steps and persevering in seeking solutions.

They will have an understanding of the concepts which underpin procedures, the ability to reason mathematically and to make rich connections between the different mathematical domains.

They will ‘know’ numbers; develop a number sense and be able to recall and apply knowledge rapidly, accurately and efficiently.

They will be able to move fluently between different representations of mathematical ideas and will be able to use manipulatives to model their mathematical thinking.

How?

In order to achieve this, we are developing a mastery approach to the teaching of mathematics. We recognise the value of the 5 elements of mastery: representation, mathematical thinking, fluency, variation and coherence. We embrace all elements within our lesson design to ensure all learners make maximum progress.

Representations (concrete and pictorial) enable the children to develop their understanding of the structure of maths. This is a vital element in grasping the concepts which underpin all areas of maths and we recognise the importance of this being used throughout the school.

Mathematical thinking enables the children to make connections between different areas of maths and apply their knowledge in a variety of contexts.

Fluency enables their ability to retrieve facts speedily and calculate efficiently.

Planning careful variation enables the children to deepen their conceptual understanding and challenge their thinking. These four elements are drawn together coherently to provide a rich, structured and thoughtful progression through a sequence of lessons.

The optimal learning environment encourages the use of mathematical talk through peer to peer collaboration and challenge. Stem sentences are used to scaffold the children’s use of mathematical language by encouraging them to explain their thinking.

What?

Our mathematical curriculum is designed bespoke for the children in each cohort. We start with the National Curriculum and use the White Rose materials to structure our Long Term Plans and ensure coverage.

We weave in the DfE Guidance (2020) and the NCETM’s Spine materials to ensure a broad and rich curriculum.

We recognise the importance of spaced repetition to embed the children’s learning.

So that limits are not placed on children’s learning, low threshold, high ceiling tasks are used to enable appropriate challenge for all learners.

We think deeply about children’s next steps of learning creating personalised steps where appropriate.

Please click the following link to read our Calculation Policy.