We aim to promote a maths rich curriculum, whereby children see maths all around them and evidence of their mathematical learning can be demonstrated across the curriculum and in their classrooms. The weather, sports, travel, scientific measurement, cookery, art, history, geography and shopping all provide great platforms to showcase the relevance of maths to our children. We hope that, as well as wanting to succeed and achieve in maths, children see that it is an important part of everyday life.
The National Curriculum provides structure for a range of units taught in school. These units include:
We want to ensure that all our children have a good depth of understanding in maths so they become fluent in the fundamental concepts. Across school children are taught maths using a concrete, visual and abstract approach...
At the concrete level, tangible objects are used to approach and solve problems. Examples of concrete tools include: unifix cubes, Cuisenaire rods, fraction circles and strips, base-10 blocks, or measuring tools. Almost anything children can touch and manipulate to help approach and solve a problem is used at the concrete level.
At the visual level, representations are used to approach and solve problems. These can include drawings (e.g. circles to represent coins, pictures of objects, tally marks, number lines), diagrams, charts, and graphs. These pictures are visual representations of the concrete items. This in turn helps to embed the learning and enable the pupils to visualise it in their minds.
At the abstract level, symbolic representations are used to approach and solve problems. These representations can include numbers or letters. Symbols provide a shorter and efficient way to represent numerical operations.
It is essential that children have a good conceptual understanding in maths. Another central element to this is problem solving. Children are encouraged to problem solve from an early age and problems can range from simple games and routine, one-step, problems through to sophisticated, multiple step problems. Children are encouraged to identify what problem they are being asked to solve and use strategies to break the problem down into simpler steps. The use of complex problems is a particularly useful tool in stretching our more able children, as they are required to contextualise and apply their knowledge and understanding.
Unfortunately not the ones with chocolate chips.
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