Respect Care Excellence
Maths at Ladypool
Mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways. Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them.
It is vital that a positive attitude towards mathematics is encouraged amongst all of our pupils in order to foster confidence and achievement in a skill that is essential in our society. At Ladypool, we are committed to ensuring that all pupils achieve mastery in the key concepts of mathematics, appropriate for their age group, in order that they make genuine progress and achieve their full potential. Therefore, we use the Whiterose schemes of work to help teachers to plan lessons to develop the skills required to achieve mastery ensuring that the fluency, problem solving and reasoning strands of maths are woven into every lesson.
Teaching and learning sequence
Fluency Problem Solving Reasoning
Children begin each lesson focussing on a particular skill. They then rehearse and practise the skill until they have a good grasp of it. Once the teacher feels that children are fluent with the skill, their thinking is deepened by asking them to solve questions where they are being asked to explain. From this, a range of problems are presented to children to further deepen their thinking and develop their mathematical knowledge on a particular skill.
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 have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
• 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.
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Each lesson begins with a recap of the previous day’s learning to remind the children of what they have learnt and to make links with new learning. The children will then discuss and share strategies of how to solve questions with their peers and class teacher. The teacher scaffolds the learning as required and encourages the children to use a range of manipulatives to help them to become independent and confident learners. This enables children to share ideas, practise using new vocabulary and try new strategies to solve and tackle problems. At the core of all learning is the teacher’s use of assessment of learning. Teachers use higher order questions (taken from the Bloom’s Taxonomy to deepen the children’s learning) and a range of AfL strategies to ensure that children make progress in every lesson.