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Mathematics

Mathematics

A child’s fluency and confidence in the basic number facts is crucial to their success and enjoyment of Maths at school and throughout their lives. Our core principles for teaching Maths in our schools are:

  • Children are taught to master maths, developing fluency without resorting to rote learning. To find out more about mastery, visit the National Centre for Excellence in the Teaching of Mathematics website
  • Children are taught using Singapore Maths, through Maths No Problem.They are given time to wrestle with not knowing and persist in learning to sustain high levels of involvement and understanding. There are a range of great videos which explain this approach here
  • Concrete Pictorial Abstract is a key element of the Singapore approach, and is best explained in this short video:

  • Children’s number facts and fluency are intelligently practised in a variety of ways, from Year 2 children use Times Table Rockstars, which gives them the opportunity to practice their times tables and division facts in a fun and motivating manner

Maths teaching at The Mead ensures that children have an opportunity to practise their number facts daily in a range of engaging ways, including:

  • Songs
  • Online games and activities
  • Paper worksheets
  • Outdoor games
  • Verbal recall
  • Competitions

Our expectations of children’s mathematical skills as they progress from Year 1 to Year 6 can be seen here and you can read the full National Curriculum for Mathematics here.

You can support your child to develop their maths skills at home by using the above websites, and the resources available on our Home Learning page.

If you’d like to know more about how we are developing our approach to teaching maths across the Trust, you can read more here.

Lesson Study

We are investing in our Maths curriculum through Lesson Study – groups of teachers collaboratively planning, teaching, observing and analysing learning and teaching in Maths via ‘research lessons’.

Read more about Lesson Study here.

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