Maths
“Pure mathematics is, in its way, the poetry of logical ideas” Albert Einstein
“The only way to learn mathematics is to do mathematics.” Paul Halmos
Purpose of study
Mathematics is a creative and highly interconnected 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.
Aims
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.
At Merton Park we want all children to:
- Enjoy Maths and study it with a sense of confidence and achievement
- Achieve a high standard in numeracy and gain a secure foundation of knowledge, skills and concepts
- Be fluent and have secure mathematical skills and knowledge accompanied by a quick recall of basic number facts
- Use and apply these skills with confidence and understanding in real life problems and within mathematics itself
- Have an awareness of the use of maths in the world outside the classroom
- Develop understanding through a process of enquiry and experience
- Develop persistence and a growth mindset through sustained work over a period of time
- Develop an ability to think logically and to use mathematical language to problem solve and reason with confidence and understanding
- Have a positive attitude towards mathematics as an interesting and creative subject
- Display a Growth Mindset attitude and understanding that mistakes help us learn.
Curriculum documents
We ensure the children have a good knowledge of key number facts and understand place value, as this underpins all aspects of mathematical development. In the Early Years and Key Stage 1 this is always taught in a practical way so that the children have concrete experiences to refer to. Speaking and listening plays an important part in maths lessons and we ensure the children are always using the correct vocabulary.
In Key Stage 2 teachers and learners then build on these facts to develop mathematical fluency and reasoning. We place a considerable emphasis on mental calculation, practical experiences and problem solving. Children are encouraged to explain their thinking, using the correct vocabulary, and to describe reasoning to others. We teach children that sometimes there can be more than one answer and there can be different approaches or outcomes to their work.
Throughout our school the children are taught strategies and methods that can be used to solve given calculations or problems. We use the White Rose (Teaching for Mastery) approach, which supports mathematical understanding through the use of specific equipment and visuals. Children are taught through whole-class, interactive teaching which develops fluency and gives children opportunities to develop mathematical reasoning and problem-solving. With this approach, it is our aim that by the time the children reach the end of Key Stage 2 they will have a bank of strategies they can use to apply to everyday situations, making them mathematicians and thinkers - not formula followers.
Children are also given cross curricular opportunities where appropriate. We make positive links to science, design technology, computing and problem solving. This strengthens the children’s use of maths in practical everyday situations and brings the curriculum to life.