At St Anselm’s, we encourage everyone to grow in confidence and to achieve their full potential. Mathematics has an intrinsic purpose in the development of the whole child. The mathematics curriculum is designed to develop lifelong learners and problem solvers, who are inquisitive about how mathematics impacts on the world around.
With the introduction of the new curriculum, there are 6 main areas of learning. Ratio and proportion and algebra are only taught in Year 6.
There are three steps (or representations) necessary for pupils to develop understanding of a concept. Reinforcement is achieved by going back and forth between these representations.
A child is first introduced to an idea or a skill by acting it out with real objects. In division, for example, this might be done by separating apples into groups of red ones and green ones or by sharing 12 biscuits amongst 6 children. This is a 'hands on' component using real objects and it is the foundation for conceptual understanding.
A child has sufficiently understood the hands-on experiences performed and can now relate them to representations, such as a diagram or picture of the problem. In the case of a division exercise this could be the action of circling objects.
A child is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6 This is the ultimate mode, for it "is clearly the most mysterious of the three."
Mathematics teaching takes place every day for at least 45 minutes in key stage 1 and at least one hour in key stage 2. It is expected that counting and some form of mental maths teaching are included within each daily lesson.
How often do you have a pen and paper when you need to calculate if your change is correct?
Written calculations strategies are taught throughout the school, however, these are only a means to support each child’s efficient mental strategies. The teaching of mental maths will happen daily within each year group.
Although specific skills are regularly taught discretely; teachers provide opportunities for children to apply these skills, where possible, within a meaningful context. Teachers will offer the opportunity for every child to reach their full potential in mathematics. In their short term plans, teachers include a range of teaching and learning contexts, for instance;