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St Peter's Catholic Primary School

‘Unlocking love for lifelong learning for God, self and for others’

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Mathematics

At St Peter’s we want to promote a love for learning, especially in mathematics.

We want children to gain transferable skills that they can apply in a range of situations meeting the national curriculum which states that mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.

 

We are following ideas from the Singapore mathematics system and White Rose Maths Hub planning; it follows a more rounded approach to teaching mathematics. The White Rose Maths Hub scheme concentrates on the more basic skills of place value, addition, subtraction and number bonds in greater detail, so that pupils have a deepened knowledge and understanding before moving onto more complex topics. Each section of mathematics is covered by building on previous knowledge and covering topics in depth. This may mean that pupils spend a longer time on one topic in the term than they would have done previously, but they will come away with a deep knowledge of it - which will help

them more in their future learning.

 

The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

 

Understanding of mathematical ideas, rather than just the ability to complete repetitive questions successfully, is seen as the most important principle of the Singapore approach. This is aimed for through the use of hands-on resources to show answers and ideas, rather than just picture and number methods. These include linking coloured cubes, two sided counters, Numicon and many other simple but adaptable classroom tools. This approach is known as the concreate, pictorial, abstract approach (CPA). This means that all children should use concrete objects (manipulatives such as cubes, Numicon etc) before moving onto pictorial representations such as the part-part whole model and the bar model. Finally children move onto abstract representations such as number sentences. The pace at which children move from the concrete to the pictorial then the abstract will be different for all children and some may need to revisit one area.

 

The concrete, pictorial and abstract representations are all interlinked and interchangeable, it is not the case that once you have used the concrete representations and move onto pictorial representations that you will not go back to using concrete representations again.

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