The approach to the teaching and learning of mathematics within Barlow Hall is based on:-
• A mathematics lesson every day
• A clear focus on direct, instructional teaching and interactive oral work with both the whole class and smaller groups.
We use an approach to mathematics teaching based on Singapore Maths. The principles are based on a concrete – pictorial – abstract – cycle of learning. There are many reasons that this approach develops understanding so well, but one key factor is its step-by-step approach that can be used at home or in the classroom.
The Singapore method begins by allowing children to start learning about Maths by playing with real objects, blocks or cut-out pictures. They build confidence with the basic ideas of adding and taking away. There is then a second stage of drawing pictures representing the objects. And only later do they gradually start to add numbers to their drawings. This effective Maths approach is supported further by the use of ‘Inspire Maths’ textbooks, which are based on the Singapore approach.
Features of Singapore Maths:
· Emphasis on problem solving and comprehension, allowing students to relate what they learn and to connect knowledge
· Careful scaffolding of core competencies of :
visualisation, as a platform for comprehension
mental strategies, to develop decision making abilities
pattern recognition, to support the ability to make connections and generalise
· Emphasis on the foundations for learning and not on the content itself so students learn to think mathematically as opposed to merely reciting formulas or procedures.
The curriculum is delivered by class teachers. In order to provide the children with active and stimulating learning experiences, a variety of teaching and learning opportunities are adopted:
Children may work individually on a task, in pairs or in a small group, depending on the nature of the activity.
Wherever possible practical ‘real’ activities are used to introduce concepts and reinforce learning objectives.
Opportunities to transfer skills learnt, to real situations, are used whenever possible.
Activities are planned to encourage the full and active participation of all pupils.
Teachers differentiate tasks throughout the lesson in order to meet the needs of all abilities.
Teachers place a strong emphasis on correct use of mathematical language; this is supported by key vocabulary being displayed.
Teachers value pupils’ oral contributions and create an ethos in which all children feel they can contribute.
- Number and place value,
- Addition, subtraction,
- Multiplication and division
- Geometry: Properties of shape, position and direction
- Algebra, ration and proportion at year 6.