Maths: LEH Maths Policy
Maths
Intent Statement
At LEH we want to develop mathematicians who will make connections across the curriculum.
Our mathematicians will be:
Visualisers – able to make connections between different representation
Describers – use and understand correct mathematical language to discuss the mathematics they are doing, and so support them to take ideas further.
Experimenters – we want pupils to love and learn more about mathematics.
Processors – develop mental strategies to use in problem solving allowing them to be accurate and efficient in their work.
Recallers – to have recall of basic number facts and times tables at their fingertips contributing to their accurate and efficient methods
Together these attributes will enable our children to: achieve age related expectations in the classroom; develop life-long mathematical skills; be competent mathematicians in the world today and have the primary building blocks for future mathematical learning.
Implementation
We structure and deliver our learning through the use of Power Maths and Big Maths.
We enable children to be able to develop the desired attributes by:
Visualisers - we use the CPA approach to help pupils understand mathematics and to make connections between different representations.
Describers – we place great emphasis on mathematical language and questioning so pupils can discuss the mathematics they are doing, and so support them to take ideas further.
Experimenters – as well as being fluent mathematicians, we want pupils to love and learn more about mathematics which is achieved through teaching the connections between ideas as well as through problem solving and reasoning tasks
Processors – children will develop mental strategies using the FAB model from Big Maths (full, abridged, brain only) preventing cognitive overload. Children will learn which strategies and the most efficient.
Recallers - develop recall skill of basic number facts and times tables through Learn Its.
To learn mathematics effectively, some things have to be learned before others, e.g. place value needs to be understood before working with addition and subtraction, addition needs to be learnt before looking at multiplication (as a model of repeated addition). You will see this emphasis on number skills first, carefully ordered, throughout our primary curriculum. For some other topics, the order isn’t as crucial, e.g. Shapes and Statistics need to come after number, but don’t depend on each other. We try to mix these so pupils have as wide a variety of mathematical experiences as possible in each term and year.