Mathematics

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 everyday life and will enable them to succeed in the future.

Through the implementation of Maths No Problem, a scheme that builds up mathematical concepts and processes, our aim is to make all students fluent in the fundamentals of Mathematics. Our approach uses varied and frequent practice to develop pupils’ conceptual understanding. It enables them to reason mathematically by following a line of enquiry, looking for relationships and making generalisations. It also enables them to solve problems by applying their mathematics to a variety of problems, persevering in seeking solutions and developing resilience.

We have adopted a Concrete-Pictorial-Abstract (C-P-A) approach which forms an integral part of the learning process. 'Concrete' is the ‘doing’ stage, using concrete objects to model problems. This brings concepts to life by allowing pupils to experience and handle physical objects themselves during problem-solving and group work. It ensures all pupils can access learning regardless of their abilities and needs.

'Pictorial' is the ‘seeing’ stage, using representations of the objects to model problems by drawing or looking at pictures, diagrams or models which represent the objects in the problem. 'Abstract' is the ‘symbolic’ stage, where pupils are able to use abstract symbols using only numbers, notation and mathematical symbols such as +. -, x, ÷.

Although CPA is shown as three distinct stages, teachers will go back and forth between each representation to reinforce concepts. During In Focus and Let’s Learn tasks, misconceptions can be identified and addressed through key questioning and clear, direct feedback is given.

Teachers adapt the scheme and future lessons in order to meet the needs of the pupils when necessary. The implementation of regular journaling tasks shows pupils are engaged in their learning. It also gives them opportunities to reflect on their own understanding, self-assess and enables them to understand how they learn as individuals. This approach allows teachers to see what a pupil has understood, and how they were making sense of the concepts by building on prior understanding or knowledge, whilst assessing individual strengths and needs.

The impact of this approach to teaching Maths has seen an increase in pupils’ confidence and resilience when approaching a task in lessons. It is enabling them to think of different ways to solve problems, using mathematical vocabulary in context when explaining their thinking to others and applying their skills. We feel it is important that we listen to the feedback of our pupils and they talk enthusiastically about their Maths lessons.

“I like working with the dienes. It helps me to understand Maths better,”

Reported one pupil

Regular assessment using Rising Stars, as well as times tables and mental recall assessments, has identified strengths and areas for development for each class/cohort, which informs our planning.