Mathematics
Why do we teach mathematics?
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems.
It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
What is our curriculum aim?
The national curriculum for mathematics aims to ensure that all pupils
-
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, 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, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
-
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.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
How is mathematics taught?
Maths is taught using a ‘mastery’ approach. Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject and being able to apply concepts in many different contexts. Maths is taught in mixed-ability class groups, where the focus is on all pupils working together on the same lesson content at the same time, as happens in Shanghai and several other regions that teach maths successfully. This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind. If a pupil fails to grasp a concept or procedure, this is identified quickly, and early intervention ensures the pupil is ready to move forward with the whole class.
Teaching is based on the NCETM approach using their curriculum prioritisation materials to provide a coherent sequence of lessons for our maths curriculum. Based on the Department of Education’s guidance on curriculum prioritisation, teachers also use their accurate assessment of children’s strengths and areas of development to identify the new mathematics that is to be taught, the key points and potential misconceptions to create a carefully sequenced journey through the learning. Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other. Our curriculum recognises the important role that knowledge and vocabulary (as a particularly important type of knowledge) plays in learning. The progression of vocabulary is identified and mapped across the curriculum. For example, understanding concepts such as ‘equation’ evolves with increasing complexity as children move through the key stages.
Teachers supplement the NCETM materials with resources from Oak Academy, I See Reasoning, NRICH and Dip and Pick materials to challenge and deepen children’s reasoning and problem solving skills.