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Stanbridge

Primary School

BE BRAVE NOT PERFECT

Being an Mathematician

Lead Mathematician:

Mr Payne

 

How do we teach maths and why has this approach been chosen?

The primary maths curriculum has three clear aims. The aims are for all children to be fluent in the fundamentals of mathematics, to be able to reason mathematically and to be able to solve sophisticated problems.  At Stanbridge Primary School, we weave these three strands into every lesson. As children gain confidence with a skill, their understanding will be challenged through reasoning and problem solving. Our long term planning is supported by White Rose Maths. This carefully crafted sequence of learning ensures that prior learning is built upon each year and that the mathematics in each year group is presented in a progressive way, using similar models, images and resources to reveal the maths within a concept.  We also ensure every child has grasped a skill before we move on. Through skilled and practised assessment for learning routines, teachers will assess children’s understanding daily and provide immediate support or challenge as appropriate. This allows for all children to keep up rather than needing to catch up. Children’s confidence in mathematics is supported by a daily retrieval activity named ‘Can You Still’ as we know it can take 10,000 hours to master a skill!

 

Why is it right for children at Stanbridge?

At Stanbridge Primary School, we recognise that all children deserve the right to be confident and competent mathematicians . We know how this can really improve their future opportunities as adults. Therefore, this mastery approach of ensuring the learning is matched to the needs of the children and that no child is left behind is essential in achieving this vision.

 

Now

We are using Times Table Rockstars and daily times tables practice to ensure our children have the ability to recall these facts rapidly. We recognise that a strong times table ability is fundamental to larger mathematical concepts and when children can instantly recall these facts, the capacity of their working memory is improved allowing them to reason and solve sophisticated problems more efficiently. 

 

Next

We are aiming to further privilege our maths provision by developing our approach to ensure we are cultivating excellent number sense with our children. Number sense is an important construct that separates surface level understanding from subject mastery. The construct of number sense refers to child’s fluidity and flexibility with numbers. It helps children understand what numbers mean and gives them the tools to look at maths in the outside world.

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