Maths

Intent

At Fritchley CofE (Aided) Primary and Nursery School, our intention is that children foster a love of mathematical learning, whatever their ability or starting place and that they are able to confidently use and apply mathematical concepts across a variety of situations. We expect children to clearly articulate their ideas and thoughts and reasoning processes, enabling deeper learning. We expect children to make mistakes, analyse them and learn from them, justifying and explaining as they do this. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.

Implementation

Teachers strive to design lessons in which the pupils are carefully guided, step by step, through Mathematical fluency, reasoning opportunities and are given problems to solve. Lessons include rehearsal and automatic recall of facts. The lessons incorporate the 5 Big Ideas of teaching for Mastery. Particular attention is paid to developing conceptual understanding in tandem with procedural competency. Children are challenged to explain their reasoning, evaluate their own (and the work of others), model their ideas and invent their own questions. Presentations are clear, concise and coherent. The creation of lesson design incorporates material from the National Curriculum, NCETM resources and White Rose Maths.  All children between Year 1 and 6 have White Rose Maths booklets which are used in lessons.   The scheme's fundamental belief is that 'everyone can do Maths', and it is designed to teach to the 'mastery' of concepts so pupils become confident and resilient mathematicians.

New concepts should always be introduced with a link back to objectives covered previously.  Children should be given many opportunities to make links between embedded and new learning.  New vocabulary and representations are included on the Maths Working Wall to support learning.

Impact

•  Learners who can clearly explain their reasoning and justify their thought processes
•  Quick recall of facts and procedures
•  The flexibility and fluidity to move between different contexts and representations of     mathematics.
•  The ability to recognise relationships and make connections in mathematics.
•  Happy, confident, articulate and autonomous learners with a life-long passion for learning

A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.