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Mathematics at St. Augustine's

          Intent 

Mathematics will play a fundamental part of children's education and should have a pivotal role on their daily lives and the development of their character, it will provide a key foundation to many future opportunities. We want the children to develop curiosity to gain knowledge and understanding about the key concepts of mathematics through enjoyable experiences. We want all children to acquire the skills of calculation, reasoning and problem solving. We aim for children to be equipped for Maths in everyday life, to enable them to further their education and to provide a platform for understanding the world. 

We intend that the study of mathematics will enable our children to:  

  • Become fluent in the fundamental of mathematics, children will need to grasp the key concepts and number facts before progressing to more complex problems. Through varied practice, children will develop conceptual understanding and their ability to recall facts enabling them to apply their knowledge rapidly. 
  • Reason mathematically through showing resilience and following a line of enquiry. Children will need to develop metacognitive skills to make relationships and generalisations about mathematical concepts Children will be able to articulate their thinking and justify answers using mathematical language, images and representations. 
  • 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. 

                                                                                                                                            (National Curriculum for Mathematics)

IMPLEMENTATION

Mathematics is taught on a daily basis and included, where relevant, within our learning experiences. The Power Maths Scheme of Learning is used as a spine to our in mathematics, alongside White Rose Maths and NCETM resources.

Our approach will: 

  • Ensure small steps within a sequence are covered in depth 
  • Make explicit connections between different mathematical representations using the connective model 
  • Provide opportunities for learners to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems using positive mindsets. 
  • Apply their mathematical knowledge to science and other subjects through learning experiences 
  • Develop the learners' conceptual understanding, alongside their procedural understanding  Embed a culture around the importance of making and learning from mistakes 

Impact

By the time the children leave our school, we want them to be competent mathematicians. They will: 

  • Know, apply and understand the skills and processes specified in the relevant programme of study and have a deep understanding of representing mathematical ideas, applying them according to the context 
  • Make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. 
  • Use quality, and a variety of, language to articulate their learning with excellence and pride 
  • Be confident in justifying their thinking, and prove it using a range of appropriate methods 
  • Solve a wider range of problems with perseverance using prior mathematical strategies 
  • Be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. 
  • Use, interpret and spell mathematical vocabulary accurately 

Overview: The Mathematics Curriculum Becoming a Mathematician:

Using Power Maths as the spine of our mathematics planning, learners will master small steps in an order that enables them to grow into competent mathematicians. They will understand the importance, relevance and wonderful influence that maths has in our world on a daily basis and apply their knowledge in sophisticated and contextual problems. In order to do this, learners will have regular opportunities to embed three significant aspects of mathematics: 

  A) FLUENCY

Efficiency: An efficient strategy is one that the student can carry out easily, keeping track of subproblems and making use of intermediate results to solve the problem. 

Accuracy: Depends on several aspects of the problemsolving process, among them careful recording, knowledge of number facts and other important number relationships, and double-checking results. 

Flexibility : Requires the knowledge of more than one approach to solving a particular kind of problem, such as two-digit multiplication. Students need to be flexible in order to choose an appropriate strategy for the numbers involved, and also be able to use one method to solve a problem and another method to check the results. Russell (2000). 

B) MATHEMATICAL REASONING - Logical reasoning requires learners to articulate their understanding through metacognition (thinking about thinking). This deepens the children's understanding helping them to make sense of the mathematical processes. It influences behaviour and attitudes through greater engagement, requesting appropriate help and seeking conceptual understanding. 

              c) Problem Solving 

Problem solving is the application of mathematical knowledge and the ability to reason with engaging real-life problems. 

 

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