Our aim at William Fletcher is for all children to enjoy Mathematics and have a secure and deep understanding of fundamental mathematical concepts and procedures when they leave us to go to secondary school. We want children to see the mathematics that surrounds them every day and enjoy developing vital life skills in this subject.
Aims for our pupils
- To become confident and proficient with number, including fluency with mental calculation and look for connections between numbers.
- To develop a growth mindset and positive attitude towards mathematics.
- To become problem solvers, who can reason, think logically, work systematically and apply their knowledge of mathematics.
- To develop their use of mathematical language.
- To become independent learners and to work co-operatively with others.
- To appreciate real life contexts to learning in mathematics.
- The expectation is that most pupils will progress through the objectives of the National Curriculum at broadly the same pace.
- Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content.
- Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice and pre-teaching, before moving on.
The National Curriculum highlights three main areas of mathematics.
FLUENCY – REASONING – PROBLEM SOLVING
These three key areas are addressed in each unit of learning.
Children are given daily practice at Maths Fluency, they learn number bonds, times tables and number patterns.
Children are given regular opportunities to use Maths Reasoning, deepening their understanding of concepts by thinking through them in a methodical, ordered way. We teach children to increase their mathematical vocabulary by explaining their thinking.
Children are asked to use their Maths to solve increasingly complex problems in practical and creative ways.
We adopt a Mastery approach to teaching mathematics. This involves spending time going into depth about the subject as opposed to racing through the things that children should know.
The Mastery approach also involves using concrete materials to learn concepts, before moving on to pictorial representations of mathematical problems, and then abstract work.