Mathematics
Lead: Mr Boisseau
Contact Email: pennowethupperks2@croftymat.org
‘It is about becoming a mathematical thinker, not a calculator.’
We believe that children need to really understand Mathematics, not just be able to relay facts and figures without knowing what they mean. In order to become a mathematical thinker, there must be a solid understanding of number and number facts, such as times tables and number bonds. It is not about knowing that 6 + 4 = 10, but about understanding why it does, and what else that means. It also means that 10 – 4 = 6, for example. This can then be related to the relationship between 16 + 4, or 60 and 40 making 100. This helps our children to understand decimals, fractions and percentages as they move through the school and be able to show these relationships in a variety of ways, through concrete, pictorial and abstract methods.
At Pennoweth we use the Mastery approach to teaching Mathematics, following the 5 main principles of Coherence, Representation and Structure, Mathematical Thinking, Fluency and Variation. The small steps of progression enable children to learn together and embed key knowledge in each strand of Maths, deepening their thinking and allowing them to reason mathematically, apply their knowledge to other curriculum areas and become confident, curious learners.
Children enjoy Maths at Pennoweth School and benefit from the consistency of the White Rose materials used in each year group, alongside familiar classroom resources and vocabulary, and daily fluency practice.
For more information on Mastery Maths, please click on the link below.
DNA
The culture of our DNA at Pennoweth also aids and supports the teaching of Mathematics.
The structure of the lessons and the continuity of the concrete, pictorial and abstract presentations throughout the year groups ensure our children always feel safe and comfortable. They are encouraged to make mistakes and helped to learn from them, not see them as failures. The small steps of progression mean that every child is included in every lesson, and the help and support they receive from their adults and peers help them to feel loved. They are able to be responsible for their own learning, use manipulatives to work independently and seek counsel when they need it to help them progress further. The children are engaged and motivated in their learning, they can absorb new knowledge in small steps and the greater depth thinking ensures that all children are sufficiently challenged. Finally, our children are ready. Ready to be independent, secure learners who can be resilient and apply their knowledge in different situations and contexts.
