Mathematics
News
We raised over £300 for the NSPCC!
The Numbers are in and we raised over £300 for the NSPCC on Number Day! The children had a wonderful day which included reading a story called 'Mastering the Mountain' all about the importance of learning from mistakes and how to build resilience. They also looked at all the places where we can find maths - everywhere of course! - and where they might see and use maths in their daily lives. Finally, in our maths lessons, every class had some special Number Day challenges to complete: from building 3D shapes to completing an escape room by solving number problems to find the code; to finding the hidden treasure and even setting up a pretend sweet shop! We had a fantastic day and loved the enthusiasm that all the children brought to the day.
Happy Number Day!
What a great start to Number Day! We have been so impressed with the wonderful costumes that children have arrived in, we've had rubiks cubes, dominos, clocks, timestable rockstars, number blocks and even the volume of sound! We've also had some amazingly decorated t-shirts and some very impressive finding of maths in everyday items of clothes - from parrallel lines, to estimating the number of spots and even the mathematics of tie-dye!
The day has started with an assembly about the NSPCC and the children are looking forward to the fun maths activities that will be taking place in their maths lessons and throughout the day. More photos to follow as the day progresses!
Understanding the relationship between consecutive numbers in Reception
This half term, Reception children have been developing their understanding of number composition and the ‘one more than/one less than’ relationship between consecutive numbers. The children have been learning that each number is one more or one less than the number before it. We use staircase patterns to help children see that each number is made by adding one more to the previous number and that consecutive numbers are linked.
To challenge their learning, the children took part in a timed activity where they built a number staircase to show their understanding of number order and relationships. They demonstrated fantastic mathematical thinking, completing the challenge in just a few minutes!
Mathematics at London Fields Primary School
Mathematics is an inter-connected and highly creative subject that has been developed over centuries, providing solutions to some of the world’s most interesting problems. It is essential to everyday life, academic discipline and employment, with the power to change lives. Our Maths curriculum has been designed so that pupils are taught to think mathematically so that they can understand numbers, geometry and measures.
At London Fields, we are passionate about our pupils leaving primary school with a sound foundation in the fundamentals of mathematics and the ability to reason, problem solve and follow lines of enquiry. Central to this is a sense of pleasure and curiosity about the subject we hope to foster throughout our whole school community. We believe that Maths is for everyone, and we promote a Growth Mindset in the way that children approach mathematical problems.
Our Mathematics curriculum is designed so that all children develop the essential characteristics of a mathematician and have:
- an understanding of the important concepts and an ability to make connections within Mathematics.
- a broad range of skills in using and applying Mathematics.
- fluent knowledge and recall of number facts and the number system.
- the ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.
- the ability to think independently and to persevere when faced with challenges, showing a confidence of success.
- the ability to embrace the value of learning from mistakes and false starts.
- the ability to reason, generalise and make sense of solutions.
- fluency in performing written and mental calculations and mathematical techniques.
- a wide range of Mathematical vocabulary.
- a commitment and passion for the subject.
How is Mathematics taught at London Fields?
At London Fields, we use a 'Teaching for Mastery' approach to Mathematics. We also supplement our curriculum in Years 1-6 with a programme called Oak Academy. This a high quality scheme that supports our teachers to plan and deliver mathematically rich and supportive lessons. Each lesson provides opportunities for our pupils to intelligently practise, retrieve, refine and apply their mathematical knowledge.
Our Maths curriculum is designed to help pupils form a Maths schema within their long term memories. Schema theory states that all knowledge is organised into units. A schema is, therefore, a conceptual system for understanding knowledge. Our Maths schema is a way of organising mathematical semantic and procedural knowledge in a meaningful way; it is an appreciation of how knowledge is connected and the ways in which it is connected.
Big Ideas help form the basis of our Maths schema. Big Ideas are concepts that underpin the subject. In Maths, these are:
- Thinking Mathematically
- Understanding Numbers
- Understanding and using Measures
- Understanding Geometry
Each Big Idea has facets of knowledge (knowledge categories) which help to strengthen the schema. Learning knowledge in each of the categories allows pupils to express and demonstrate their understanding of the Big Idea, which gradually develops as pupils return to them over and over again.
What is ‘Teaching for Mastery’?
When taught to master Maths, children develop their conceptual and procedural fluency without having to resort to rote learning. As a result, they are able to solve non-routine problems in unfamiliar contexts without relying on memorised procedures. Not only do they understand how to solve problems, but can use their conceptual understanding to explain why their solution works.
We all learn together…
In Maths lessons at London Fields, where possible, the whole class moves through topics and concepts at broadly the same pace. We spend longer time on key mathematical topics and concepts in order to give all learners both the practice and depth of understanding they need. We believe that all pupils can achieve success in Maths. There is nobody who ‘can’t do Maths’.
We challenge pupils by asking them to explore mathematical concepts in more depth rather than accelerate them onto new content. This has been found to have real benefits to children’s ability to access more complex mathematical ideas as they get older.
We learn deeply…
We give our pupils enough time to explore core concepts and ideas in mathematics at a deep level in order to foster their relational and conceptual understanding. This slower pace and focus on depth eventually leads to greater progress because it gives all learners the chance to become secure. As a result, each year we are able to build new learning onto children’s existing knowledge.
We use representations…
At London Fields we use concrete apparatus (things pupils can touch, hold and manipulative) and visual representations (things they can see) to help children to visualise and internalise mathematical concepts. This allows them to access and understand the mathematical structure of the concepts they are learning about. Through the consistent use of these apparatus and representation, our pupils gain confidence as independent learners to use resources and solve problems.
Why the Mastery Teaching Approach?
Our approach is developed from mastery teaching approaches and pedagogy used by Singapore and other high performing territories. This has produced a high level of achievement for these areas. Singapore ranks first globally for achievement in Mathematics and has been within the top 5 nations since 1995. This is true for learners of all abilities, as the graph below demonstrates.
Our approach is also based on empirical research and sound educational theory. We have followed advice from theorists who are widely considered experts in maths education such as Jerome Bruner, Richard Skemp, Lev Vygotsky and Zoltan Dienes.
The Department for Education, the National Centre for Excellence in the Teaching of Mathematics (NCETM), the National Curriculum Review Committee and OFSTED have all emphasised the pedagogy of Mathematics teaching developed in Singapore and the teaching for mastery approach.
Mathematics across the curriculum
Pupils get to rehearse, apply and consolidate their Maths learning in other areas of the curriculum. Careful planning ensures pupils continue developing all areas of Maths in other subjects.
Mathematics at Home
We believe the best help you can give at home is to find ways to show children that Maths has purpose and relevance to their everyday lives. For example, if your child is in Reception or Year 1, talk about the numbers you can find on the way to school. If your child is in the middle of the school, count up coins when paying for things and ask if you have received the correct change. Meaningful experiences with Maths will not only help children see the purpose of learning about Maths at school but also give them practical mathematical experiences. Continued and deliberate practice of core knowledge, such as times tables and number bonds, is also a key way to support children in their Mathematics learning at home. By the end of Year 4, children should know all of their multiplication and division facts up to 12 x 12.
See below for a list of external resources to support learning at home:
National Numeracy – Parent Toolkit
Where can I find out more?
If you have any questions or concerns about Mathematics at London Fields or the mastery approach please don’t hesitate to get in touch with the Maths Lead, Alex Bentley. You can make an appointment to see her through the school office or by contacting the school email.