Moor Row Primary School

Manners, Respect, Success

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Moor Row, Cumbria, CA24 3JW

headteacher@moor-row.cumbria.sch.uk

01946810620

Maths

 


Maths work focusses on the full range of maths as set out in the National curriculum 2014. The children undertake lots of practical work during these sessions, and there is a focus on children’s ability to undertake mental calculations. Work is differentiated according to the ability and confidence of the children and children are assessed regularly to identify any areas which may need reinforcement. Children are given targets in maths to help them move forward, and one of the most useful aspects of maths is knowing their times tables and number bonds. We also plan for opportunities for children to reason mathematically in all areas of the curriculum.

 

Maths

We are developing a mastery approach to the teaching of maths and are in the process of adopting a programme called Maths - No Problem!

Teaching maths for mastery is a transformational approach to maths teaching which stems from high performing Asian nations such as Singapore. When taught to master maths, children develop their mathematical fluency without resorting to rote learning and are able to solve non-routine maths problems without having to memorise procedures.

Teachers plan learning opportunities that develop children’s:

  • mathematical fluency (rapid and accurate recall and application of facts and concepts)

  • mathematical reasoning skills

  • ability to apply maths to solve problems, to conjecture and to hypothesise

     

Some of the principles that underpin our approach to the teaching and learning:

  • We believe anyone can be a mathematician with effort and resilience. We reject the idea that some people ‘just can’t do maths'

  • Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time

  • We believe in ‘keep up, not catch up’ - pre-teaching and post-teaching sessions

  • In a typical lesson pupils sit facing the teacher and the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion

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