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Mathematics

Mathematics 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. It equips children with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills, and the ability to think in abstract ways. Mathematics is important in everyday life, many forms of employment, Science and Technology, medicine, the economy, the environment and development, and in public decision-making. Different cultures have contributed to the development and application of mathematics. Today, the subject transcends cultural boundaries and its importance is universally recognised. Mathematics is a creative discipline. It can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees hidden connections.

Curriculum

Mathematics is taught following the ESF Scope and Sequence objectives. These objectives are based on the English Revised Primary Framework and the IBO curriculum. See this website for reference: http://nationalstrategies.standards.dcsf.gov.uk/primary/primaryframework/

 

There are five strands in our Maths programme.

APPLYING AND USING MATHEMATICS

This strand is embedded in all strands of mathematics

NUMBER:

  • Knowing and Using Number Facts
  • Counting And Understanding
  • Calculating

Our number system is a language for describing quantities and relationships between quantities. The value attributed to a digit depends on its place within our number system. The four main operations and their inverse relationships are used to process information in order to solve problems.

DATA HANDLING

Data can be recorded, organised, displayed and understood in a variety of ways to highlight similarities, differences and trends. There are ways of finding out more if some outcomes are more likely than others. Probability can be expressed by using terms such as ‘unlikely, ‘certain’ or ‘impossible’ and it can also be expressed on a numerical scale. The availability of computers and calculators has provided us with an unprecedented opportunity to process data and explore probability in more thoughtful, efficient and imaginative ways. The educational experiences of students must include the use of technology.

MEASURING

To measure is to attach a number to a quantity using a chosen unit. However, since the attributes being measured are continuous, ways must be found to deal with quantities that fall between the numbers. It is important to know how accurate a measure needs to be or can ever be.

UNDERSTANDING SHAPE

The regions, paths and boundaries of natural space can be described by shape. Students need to understand the interrelationship of shapes, and the effects of changes to shape, in order to understand, appreciate, interpret and modify our two dimensional and three-dimensional world.

Organisation

All children at Kennedy engage in Maths on a daily basis. Practical work is paramount in developing mathematical concepts and reinforcing knowledge. Children are encouraged to find and use the most appropriate equipment and strategies to aid their learning.
In Years 1 & 2 children remain with their class teacher for Maths lesson, while further up the school children are grouped according to ability and need. These groupings are flexible and revised regularly. Students may also apply mathematical skills and knowledge during lessons with their class teacher as part of the Unit of Inquiry. This occurs when it enhances the teaching and learning of mathematical concepts and deepens the understanding of the central idea.