We all use maths every day, even if that's not what we call it. We check our change at the shops; work out how expensive the new carpet will be and decide when we need to leave the house to get to the bus stop / friend’s house.
At home we use mathematics all the time, for example:
Numeracy is valued in the world of employment, the skills our children are learning now will be needed on an everyday basis in later adult life.
It is important that skills are learnt appropriately so that a good foundation is laid for our rapidly changing world.
Current teaching methods for calculation and recording appear very different from those used in the past. As a result, parents are sometimes reluctant to help their children with maths homework for fear of doing things in the wrong way. However, children do really benefit when parents take a keen interest in their mathematical learning.
You can help your child to gain confidence and develop a positive attitude towards mathematics by talking about what has been taught at school and helping them to notice and use mathematics in an everyday context.
One of the ways the school supports parents is with practical workshops showing resources and methods.
The following information has been taken directly from the New National Curriculum and is to be implemented by September 2014
Purpose of study:
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
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 have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced near the end of key stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure. In both primary and secondary schools, teachers should use their judgement about when ICT tools should be used.
The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
The programmes of study for mathematics are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage, if appropriate. All schools are also required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
From our perspective:
Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, reason and solve problems.
Maths is a core subject with a range of cross-curricular links (e.g. data handling in Science, measures in Geography) but most often, is best taught discretely, using opportunities from other subjects to rehearse skills in a context. Numeracy involves developing confidence and competence in number work; shape, space and measure; handling data and the using and applying of these skills.
We aim to support children in achieving economic well-being and equipping children with a range of computational skills and the ability to solve problems in a variety of contexts.