THE MATHS POLICY
Mathematics Policy
Introduction
This policy document is a statement of the aims, principles and strategies for the teaching and learning of Mathematics.
It was developed through a process of consultation between the Headteacher and Class teachers, in relation to existing school policies, and national and LEA guidelines and curriculum orders.
It will be reviewed every two years.
Rationale
Mathematics is a body of knowledge which provides a way of viewing and making sense of the world. It is used to analyse and communicate information and ideas and to tackle a range of practical tasks and real life problems. Mathematics also provides the means for creating new imaginative worlds to explore, and it is through this exploration that new mathematics is created and current ideas are modified and extended.
Purpose
We aim, in our teaching of Mathematics, to develop children's understanding of number, shape, measurement, graphical representation and problem-solving techniques and to make mathematics an enjoyable, worthwhile and relevant experience for all our pupils.
At school we wish:-
1. To extend the use and application of mathematics throughout the school and to address more thoroughly the needs of the National Curriculum.
2. To provide a broad range of mathematical activities and experiences appropriate to the age and ability of the children, enabling each child to learn at his/her own level.
3. To apply the teaching of mathematics to a variety of relevant situations i.e. through topic work.
4. To broaden the mathematical focus beyond basic numeracy skills and develop general strategies for problem-solving through processes of enquiry, experiment and investigation.
5. To encourage a more practical approach to teaching and learning, enabling children to work both independently and cooperatively, becoming more competent with the use of mathematical equipment.
6. To be able to communicate mathematical ideas by talking and listening, reading and writing.
Equal Opportunities
The school is committed to working towards equality of opportunity in all aspects of school life. Our aim is to offer all our pupils a Mathematics curriculum that is relevant and differentiated to all pupils needs and abilities, so that every child may reach his/her full potential.
Principles of Teaching Mathematics
Mathematics is important because:
? It is widely used in society, both in everyday situations and in the world of work it can be used to represent or communicate ideas, to predict, to explain and to verify
? It is interesting and enjoyable providing intellectual challenge and aesthetic pleasure
The Following Principles Guide Our Teaching
1. In order to be successful learners, children need a positive image of themselves.
2. Children need equality of opportunity to gain full access to the curriculum.
3. Children need active involvement in constructing their knowledge through first and second hand experience and the opportunity to extend and apply their knowledge and skills through problem solving real life experiences.
4. Children need to develop personal and social skills through learning with, and alongside others.
5. Children are motivated when they understand the nature of the task and are able to use what they have learned for their own purposes.
It is important for children to gain facts and information about the work in hand and to have the opportunity to apply this knowledge in practical ways. This active involvement makes learning more interesting, more meaningful and more likely to make sense to the children and to be remembered.
Children need to handle a range of materials and explore the different ways they can be used. Learning a new skill can give children the confidence to think for themselves and try out their own ideas.
Problem-solving and making investigations are an important part of primary education. This form of learning helps children to think more closely, to raise questions, to try out ideas and to record their findings. When making an investigation children need to be taught how to represent what they have learnt in a variety of ways.
Group work provides an ideal opportunity for children to develop positive social relationships. Sharing ideas and helping one another are important lessons for children to learn.
On many occasions one aspect of the curriculum can support learning in other areas of experience.
Throughout the primary years teachers work hard to encourage children to think for themselves and to become independent learners. For this to happen children need to be given the time and the resources to undertake extended studies. Sensitive intervention by the teacher helps children to raise the standard and quality of their work.
More specifically:
Mathematical ideas are initially introduced through free, then structured practical activity to enable a child to build a clear understanding of a concept. Recording follows later and takes the form of pictures, story, graphs, written explanation and symbolic notation, all within the framework of the National Curriculum.
Computers are also used to developed the children's skills in data collection, producing spreadsheets and solving mathematical problems. There is a good selection of software which covers a wide range of Mathematical concepts.
Strategies for the Teaching of Mathematics
? The Mathematics Curriculum is Organised on a subject basis outside the main topic framework of the curriculum (although topic work will often also include mathematical activities). Mathematics is taught::
? for approximately 4 hours per week (usually 45 minutes each day) in groups of mixed ability
? The Predominant Mode of Working in Mathematics is a combination of group work and whole class teaching although individual work is used where appropriate. Each week mathematics lessons include opportunities for
? demonstration, explanation and instruction by the teacher to groups, individuals and the whole class
? whole class and group discussions
? practical activities to provide meaningful context
? practice activities to consolidate skills which have been learned
and the use of mental mathematics involving quick recall of simple mathematical facts
? problem solving and investigational activities
? Calculators are used throughout the school to enable children to work on investigational activities without the need to focus on calculation. They are not a substitute for pencil and paper or mental methods of calculation which are widely practised.
? There is no specialist teaching in mathematics, it is taught by class teachers.
Record Keeping and Reporting
A) Records for mathematics for each child include:
? Mathematics workbooks, of various types, throughout school.
? Portfolios of work.
? Primary Learning records for each child which includes teacher comments on children's progress in mathematics in the Spring Term.
? Reporting to parents twice a year through reports and Open Evenings, focusing on?
? attitude to mathematics
? competence in basic skills
? ability to apply mathematical knowledge to new situations
Formative assessment is carried out at the end of each key stage through the SAT's and is carried out informally by teachers in the course of their teaching. Suitable tasks for assessment include:
1 . Small group discussions, perhaps in the context of a practical task
2. Short tests in which the teacher gives questions orally and pupils write answers
3. Specific assignments for individual pupils
4. Individual discussions in which children are encouraged to appraise their own work and progress
2. Summative Assessment is carried out at the end of each National Curriculum Key Stage (ie in Years 2 and 6) through the use of SATs and teacher assessment
Strategies for ensuring progress and continuity
A) Planning mathematics is a process in which all teachers are involved, wherein:
? schemes of work for mathematics are developed by the coordinator (in collaboration with the class teachers), extra mathematical activities integrated with the topic cycle are developed by class teachers
? Staff meetings are used to discuss the mathematics curriculum and ensure consistency of approach and of standards
? work plans (including detailed lesson plans) are drawn up by individual teachers for each term and monitored by the Headteacher.
B) The role of the Mathematics Coordinator is to:
? take the lead in policy development and the production of schemes of work designed to ensure progression and continuity in mathematics throughout the school
? support colleagues in their development of detailed work plans and implementation of the scheme of work and in assessment and record keeping activities
? monitor progress in mathematics and advise the Headteacher on action needed
? take responsibility for the purchase and organisation of central mathematical resources
? keep up-to-date with developments in mathematics education and disseminate information to colleagues as appropriate.
C) Feedback to pupils about their own progress in mathematics is achieved through the marking of work.
Effective marking:
? aims to be encouraging and supportive
? includes ticks and written comments with errors clearly indicated (although crosses are avoided)
? is often done while a task is being carried out through discussion between child and teacher
? may occasionally be done by pupils marking their own work, although this is not the regular pattern.
Special Education Needs
? We use a part-time member of staff to give extra help where it is needed - small groups or individual learning.
? The Maths schemes allow for a differentiated approach across the key stages. Pupils are given work at their own level.
? The SENCO meets termly with class teachers to monitor progress.
? We have identification monitoring sheets for SEN used throughout the school
? Curriculum plans/goals are made with child and parent, and an individual education plan is produced, agreed with all parties involved and a date for review set.
? We have individual staff meetings to discuss individual children where concerns are passed on - identified - noted. Head Teacher, staff and SENCO part-time and full-time staff discuss the progress of children with SEN so that the appropriate action can be taken and recorded on the child's Individual Education Plan.
? We aim to give a positive caring image to all degrees of need across race, gender, physical and learning disabilities.
Staff Training
Staff will be encouraged to attend courses, review resources and update themselves on information and approaches relevant to mathematics education.
The coordinator will have access to specific training to develop and support her role. Staff INSET will be organised as appropriate.
Dissemination
All staff and governors will receive a copy of this policy. A copy will be placed for parents' in the school office. A short summary will be included in the school prospectus. The policy and schemes of work will be available on request to parents, LEA, OFSTED and others working for the school, through the Headteacher.
Monitoring Mathematics Policy and Practice
The effectiveness of the schools policy will be illustrated in the following ways:
? The children's performance in Key Stage 1 and 2 SAT's
? PLERs with teacher and parents comments
? Portfolios including annotated pieces of work on mathematics (Years 2-6)
? Annual reports including teacher's assessment of pupils progress in mathematics
Homework
? is used to support mathematics through tasks such as the learning of tables
? specific tasks set periodically by teachers which may involve gathering data or completing work started at school Back to top