At Looe Primary Academy we believe mathematics equips pupils with a powerful set of tools to understand the world including logical reasoning and problem solving skills. Mathematics is important in everyday life and we endeavour to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them for life.
Our aim is that every child leaves Looe Primary with a secure understanding of maths. We are currently developing a ‘Mastery Maths’ approach where pupils work on fluency in maths (such as number bonds and times tables) alongside reasoning and problem solving skills.
Our pupils work extremely hard alongside their teachers to become competent mathematicians. They use lots of concrete resources (such as number squares, number beads and base 10 equipment) and visual models until they are ready to move onto more abstract maths. We aspire to ensure our pupils develop fluency in basic maths skills to enable them to work efficiently on reasoning and problem solving work. Our pupils work on daily early morning fluency work (including family games in Foundation) and have opportunties to use the maths they have learned in other subjects across the curriculoum.
Our approach at Looe Primary ensures pupils leave us with a love of maths and have the key building blocks to use their maths successfully in life.
Aims of Maths teaching
We follow the National Curriculum for maths. Our curriculum aims to ensure that all pupils:
• Become fluent in the fundamentals of mathematics, including through varied and frequent practice 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, using conjecture and understanding relationships to be able to justify and use mathematical language.
• Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication
Everyone is a mathematician
The idea of someone having a maths brain and others not being able to do maths is wrong. While some children may pick up concept more quickly than others everyone has the ability to learn maths and be successful.
Concrete learning precedes conceptual learning
Evidence suggests that children learn first by doing and therefore need to use concrete objects before them can understand something conceptually. It is, therefore, essential to ensure that all children have access to concrete objects in maths lessons and are able to be them for as long as is necessary for them.
Investigating and problem solving are essential
Mathematics isn’t simply learning a body of knowledge for children to learn; it is also a set of skills which children must be able to apply effectively. Therefore, it is essential that teaching involves a diverse range of problem solving and investigating skills as frequently as possible.
Provision
It is important that classrooms are well resourced with a variety of manipulatives to support teaching of mathematics at all stages. All children should have the chance to learn through the use of manipulatives, not just younger children or lower-ability children.
Possible manipulatives could include:
Creative
We are bold and innovative in our approach to find new solutions to the challenges we face.
Curious
We are inspired by the awe and wonder of the world.
Responsible
We take responsibility for our actions in an environment of mutual respect.
Enthusiastic
We are passionate about learning.
Excellent
We are the best we can be.
Determined
We overcome all barriers to reach our potential, developing a capacity to improve further.
© 2024 Bridge Schools trust is a company limited by guarantee, registered in England and Wales. Registration number 7736425. It is an exempt charity.