Mathematics Policy
"Achieving our best together"
RATIONALE
We need mathematics. It is not only a National Curriculum core subject but also an essential tool for every day life and basic transactions. It is a way of understanding and explaining the world we live in.
The language of mathematics provides a means of communication which is powerful, concise and unambiguous.
Mathematics is the study of patterns, which can appear in other curriculum subjects as well. This should lead to an enjoyment and appreciation of the beauty, diversity and universality of mathematics.
AIMS
To develop positive attitudes to mathematics, including self motivation and confidence.
To develop lively and enquiring minds and to foster persistence and perseverance and the ability to work independently and cooperatively.
To develop continuity and progression accompanied by careful assessment and recording.
To make mathematics accessible to all children.
To enable children to know which mathematical skill to use and which mathematical tool at the appropriate time.
To develop an awareness of the fascination of mathematics using inter-active displays and a range of interesting activities and investigations.
To enable children to respond accurately and rapidly to any mathematical situation.
To equip children with numeracy skills so they can rapidly recall a range of number bonds and tables.
To use mathematics as an essential element of communication to describe, illustrate, interpret, estimate, predict, record and explain.
To approach the subject systematically, using process of enquiry and experiment, in order to develop powers of logical thought.
To enrich children's aesthetic and linguistic experience and to provide them with the means to explore their environment.
GUIDELINES
Pupils should be exposed to as wide a range of tasks and learning situations as possible. These should include problem solving, investigations, maths games, calculators, computers and mental activities. Commercial schemes should be used selectively and only appropriate items should be set for individual children or groups of children.
Styles of teaching should include entire class, individual, cooperative and group.
Work should be sufficiently differentiated to meet the needs of children at all levels of ability and taught in accordance with the National Numeracy Strategy and Curriculum.
The role of parents as co-educators must be fostered. Any incentive and motivation supplied at home is of considerable value.
Pupils should be helped to develop their understanding through the following practical tasks:
… Knowledge gained through observations and experimentation.
… Construction.
… Practical situations which involve planning rather than the simple attainment of knowledge.
Pupils need to identify the problem, know whether to use computation, estimation or calculator, relate the task to previous experience, recognise patterns and relationships, consider strategies and alternatives, analyse and evaluate, and know when a task has been completed.
CONCLUSION
As a result of their mathematical education, children should have confidence in their ability to understand mathematics and be able to apply the skills and knowledge they have obtained to daily life.