Inspirational Maths Week (4th Nov - 8th Nov)
All this week, the children will be taking part in our "Inspirational Maths Week". The PURPOSE of this week is to highlight the characteristics a good maths learner exhibits, developing a positive mindset, and is based around the work of Jo Boaler - Professor of Mathematics at Stanford University (USA).
Each day the children will watch a video illustrates the daily thoughts mapped out below. We would encourage you to watch these videos yourself and discuss the activities your child will have undertaken to explore this idea.
We are introducing mathematical super powers to the children to help enable further understanding in mathematics. There are 8 super powers in total. We are doing this gradually to ensure children can use and apply each set before working on the next.
The super heroes have been designed by a local artist specifically for our school.
Captain Conjecture supports and prompts the children to think about what else they know. For example when I know that 5 x 7 = 35 what else do I know? How could I make "conjectures" using that information? How could I apply it to another problem in order to help me solve it? These are ways of helping the children recognise and mathematics is all linked. Charlie the Convincer is a character designed to help the children convince both themselves and others that they understand a mathematical concept. They can do this by giving examples or talking through their strategies and explaining how they know.
Express Eddie and Imagine Ivy encourages the children to consider the mental images (imagine) that support their reasoning, and written or drawn explanations (express) of their thinking so that they can share their ideas with others. Organise Olly and Classify Carrie focus on the children sorting and classifying mathematical ideas by their properties and being able to organise then to support reasoning and pattern spotting. Our last two heroes, General Generalise and Specialise Sophie encourage children to think about examples that are specific to single occasions (e.g. 3+2=5) and general rules that always apply (e.g. odd + even always = an odd).
Please read the attached word document for more information about how these Maths Powers help develop children's reasoning skills further.
Children need to develop a mastery of mathematics rather than achieving the next objective year on year. The curriculum is written so that children can strengthen deeper understanding and apply knowledge into different contexts within the field of mathematics.
In order to understand the way children are now being taught it might be helpful to think of a tree analogy rather than a ladder of steps.
The tree represents learning:
The 2014 Curriculum has also changed in what the children are expected to have mastered by when. Below is a document that details all the changes by year group but in general expectations are higher with a greater emphasis on number.
Thank you to all the parents that came to one of our Maths for Parents sessions on Thursday 26th Nov at 2pm or 6pm, where we looked at how we teach and support the children in their learning around calculation.
Below is a copy of the presentation made during the session. If you have any questions about this or any aspect of mathematics in the school, please either email or come and see Mrs Maxwell (our Maths Lead) in person; she loves a good old chat about maths at any time!
We are planning another session for the summer term, so if there is an area you are particularly interested in please let us know.
Fluency is made up of three main parts: efficiency, accuracy and flexibility.
To increase fluency children should become proficient at:
There are many other numbers facts which help but it is vital that children learn how to apply these facts to other problems within mathematics.
To be able to reason children should be able to conjecture and offer a proof and explaination of their ideas. They should be able to form links between mathematical ideas and be able to apply and test these.
Problem solving tasks are rich tasks. This means they are problems which have multiple answers or different strategies to solve them. They are not a simple closed question. They may have several steps to complete in order to find the answer. They may use several different elements of mathematics and they are suitable for any ability level.
The teaching of the four operations (addition, subtraction, multiplication and division) follow our caclulation policy. This policy is designed to ensure the children develop a deep understanding and fluency in applying a range of strategies through the use of a range of equipment, informal and more formal methods of calculation as they move through KS1 and KS2.