Curriculum Aims
Overview
At St. Mary's we follow the National Curriculum mathematics programme of study.
We adopt the Mathematics Mastery principles of learning across our school as we believe that the dimensions of depth enable all children to succeed. Through a cumulative, mastery approach to the curriculum, children are provided with continual opportunities to make connections and links between mathematical areas and concepts which enables them to consolidate and deepen their learning. Our language rich lessons encourage children to communicate their ideas and deepen their understanding by explaining, justifying and proving using accurate mathematical vocabulary. Over time, children build a deep understanding of objectives and a rich set of skills that allow them to navigate through the mathematical world.
Dimensions of Depth
The dimensions of depth are used as a foundation for all mathematics teaching and learning in our school. They are used as a basis for our planning and a way to structure our teaching so that all children can succeed.
Conceptual understanding
Children are provided with opportunities to deepen their understanding of mathematical concepts by representing them in different ways. They use objects and pictures, make connections between different representations and are encouraged to discuss the importance of different representations.
Language & communication
Pupils are expected to use accurate mathematical language to communicate their ideas to their teachers and peers. This enables them to deepen their understanding by explaining, creating problems, justifying and proving using mathematical vocabulary. Using language in this way provides and effective scaffold for their thinking, deepening their understanding further. Teachers plan for children to have varied opportunities to discuss their ideas with others and adults within the lesson model and encourage the use of using accurate mathematical language in full sentences during discussions.
Mathematical
thinking
thinking
'Mathematical thinking' involves thinking like a mathematician instead of just completing the mathematics at hand. Opportunities for children to do this are carefully planned into lessons. Children deepen their understanding by asking and exploring questions, giving examples, sorting, comparing or by looking for patterns and rules in the mathematics they are exploring.
Problem solving
We believe that a problem-solving approach is the key to mathematical success. The dimensions of depth are woven into the curriculum to support children's problem solving ability across mathematics. Problem solving is used in all lessons so that children can apply their understanding of the learning and to deepen their mathematical thinking. Tasks are planned which require children to apply their learning from previous units; they incorporate questions that ask ‘why’ so that children have the opportunity to explain their mathematical thinking; they expose children to problems that have different possible solutions and they encourage children to compare their approaches with their peers.
