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Mathematics

Vision

Our vision is to make pupils feel confident, supported and challenged.  We want pupils to embrace mathematics and foster a life long love of the subject applying it to other areas of the curriculum.  Pupils will be eager to talk about their work, be engaged and question their understanding to further their learning. Pupils will understand the importance of mathematics in the real world as well as recognising and applying connections.  Our aim is to create a 'maths' buzz in every classroom. 

 

Teaching for Mastery

Cherry Orchard has been proud to be part of a 'Teaching for Mastery' work group with other school across the Central Maths Hub.  Staff from the school have worked alongside other professionals to develop pedagogy  and in turn to make a difference to our pupils' mathematical understanding.  

 

Five Big Ideas

Within the Teaching for Mastery approach there are five 'big ideas' which we follow:

Representation and structure – Maths is abstract. The representations provide access and develop children’s understanding. Using the CPA model (concrete, pictorial, abstract) we could use equipment to show representations (for e.g.  Base 10, counters, blocks in KS1 and PV counters etc. in KS2). Abstract is most important but C and P gets you to A. How to show the maths, not just do the maths.

 

         

Mathematical thinking - patterns, relationships, reasoning, connections [What’s the maths? How can I teach it?] Get children to think about maths in another context.

Fluency - efficiency, accuracy, flexibility. Knowing number facts so it doesn’t get in the way of conceptual problems, e.g. knowing 8+9 is the same as 8+8+1. Being able to speak mathematically – sentence stems (One tenth is one whole split into ten equal parts). Knowing when to use appropriate method.

Variation – Represent the same problem in different ways to deepen understanding. E.g. 2 x 3, 2 x 30, 2 x 300. Make connections.

Coherence – Small steps, get it and move onto the next step, seeing the connections between them. The teacher provides the steps but the children take and make connections, reasoning along the way.