'The only way to learn mathematics is to do mathematics'

Paul Halmos

"We are mathematicians, problem solving."

 

INTENT:

Here at Swinderby Primary school in line with the National Curriculum we provide a high-quality mathematics education which gives a foundation for understanding the world, the ability to reason mathematically and a sense of enjoyment and curiosity about the subject. We want all our learners to be able to spot patterns and make connections across the mathematics curriculum.

During all lessons we will draw on their previous learning and ensure they build on this to develop a deep understanding. Ideas are revisited and explored to fully master mathematical concepts. The three aims of the National Curriculum (fluency, reasoning and problem solving) are addressed during every mathematics lesson.  

By the time children leave in Year 6 we aim for them to be confident and fluent mathematicians who can make connections to their learning and have a variety of approaches to tackle problems. 

IMPLEMENTATION:

Our school follows the White Rose Maths ( Version 3.0) approach to maths. Year groups are taught the content separately to ensure that they are suitably supported and challenged in their learning. Following this scheme of learning ensures that knowledge is sequenced carefully, ensuring that children are given the opportunity to build on previous learning and make connections. Problem solving runs throughout all of the areas of the White Rose scheme and these are interwoven into each block.

In Maths lessons, children are provided with:

• Well-planned lessons with clear learning objectives tailored to the needs of different groups of learners.
• Effective use of questioning and discussion techniques to challenge pupils' thinking and deepen their understanding.
• Varied and engaging teaching approaches, including the use of concrete manipulatives, pictorial representations, and abstract concepts to cater to different learning styles.
• Differentiation strategies that provide appropriate support and challenge for all pupils, including those with varying abilities and backgrounds.
• Purposeful use of formative assessment techniques to identify misconceptions, address gaps in learning, and provide timely feedback.
• Regular opportunities for pupils to apply their mathematical skills across a range of contexts, ensuring relevance and deeper understanding.

Key features of a maths lesson:

Across all classes we aim for all children to receive a consistent approach to maths.

Using Manipulatives

Access to high-quality resources, including textbooks, online platforms, manipulatives, and visual aids is vital to support teaching and learning.

Provision of a stimulating and well-organized learning environment with clear displays reinforces mathematical concepts and celebrates pupils' achievements.

Effective use of technology enhances learning experiences and provides opportunities for independent practice.

Flashback 4: 

Using the sequences flashbacks for each block of learning ensures that children regularly revisit and consolidate prior learning. Each question is carefully chosen to ensure children revisit learning from the previous lesson, previous week, previous month and previous year.

Teacher input:

The preferred method is explained and modelled to the children, this should be at an appropriate level for all learners to access in the mixed age class. Children will be encouraged to participate and share their understanding of the teaching. 

Practise:

Children work on age appropriate activities linked to their year in the national curriculum. This could be independent, with their ‘prove it’ partner or as part of a teacher led guided group. Recording of work may be in the maths books, through photos or through discussions with children. 

Use of questioning:

To promote their reasoning skills questioning should be carefully planned by the teacher and include a range of types.

Assessment

Before starting to teach a block of mathematics, teachers assess what the children know and can already do in that area. This ensures that lessons are tailored to each individual, challenge, support and interventions can also be put in place. At the end of the block, children are assessed again to monitor their progress across the area. Regular feedback also given in line with our marking policy. A comment is made if/when a teacher feels this is necessary to move learning forward and possible patterns, extensions to the learning or challenges may be given.

In addition to our daily maths lessons we also arrange whole school maths days, we are also taking part in the 'mastering number' programme to support children with mathematical facts and recall. This builds on knowledge learnt throughout lessons and we also encourage children to play TT Rockstars as a useful tool for learning and practising their times tables.