Scroll to content

Translate Page

Translate Page

Search

Search
School Logo

Welcome To

Bare Trees Primary School

Mathematics

Mathematics Vision Statement

 

We believe that mathematics: 

 

  • is creative and enjoyable for all
  • The language of mathematics is international, the subject transcends cultural boundaries and it’s importance is universally recognised and it helps us to understand and change the world 
  • is a means of communicating information and ideas  
  • involves generalising about patterns and relationships  
  • should involve fluency to enable children to access concepts, make links, deepen understanding and achieve success  
  • develops the skills and resilience required for problem solving  
  • enables decision making, logical thinking and reasoning 
  • accessible for all and that by working hard they can succeed and have aspirations for the future


 

Through the mathematics curriculum, we will encourage and develop a mastery level of skills in mental calculation concepts, develop and reinforce problem-solving strategies, develop and maintain speed of recall and introduce, practise and understand a range of mathematics vocabulary. 

 

At mastery level a pupil really understands a mathematical concept, idea or technique if he or she can:

 

  • describe it in his or her own words  
  • explain it to someone else  
  • represent it in a variety of ways (e.g. using concrete materials, pictures and symbols – the Concrete, Pictorial and Abstract approach)  
  • make up his or her own examples of it  
  • see connections between it and other facts or ideas  
  • recognise it in new situations and contexts  
  • make use of it in various ways, including in new situations
  • have sufficient depth of knowledge and understanding to reason and explain mathematical concepts
  • To recall a range of key number facts, with speed and accuracy, and strategies to solve problems


 

Teaching Strategies to Ensure Mastery


Pupils that  fail to grasp a concept or procedure are identified quickly and early intervention ensures pupils are ready to move forward with the rest of the class.

 

Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other. 

 

We recognise that practice is a vital part of learning, but the practice used is intelligent practice that both reinforces pupils’ procedural fluency and develops their conceptual understanding. Practice will be developed through a variety of experiences that enhance learning

Time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within mathematics are emphasised, so that pupils develop deep learning that can be sustained.

 

Top