Rationale for the Mathematics curriculum at Dringhouses
Mathematics at Dringhouses is a creative and stimulating subject through which all learners are engaged and consequently achieve high outcomes. Learning mathematics develops reasoning, analysis and problem solving skills as well as opportunities to develop number and calculation skills.
Mathematics is important in every day life, allowing us to make sense of the world around us. It gives us confidence in dealing with number and in understanding shape, position and movement. It enables us to think abstractly, model real-life situations, and make generalisations, and equips us with the skills we need to interpret and analyse information, assess risk and make informed decisions. Learning mathematics gives pupils access to the wider curriculum and further encourages a mindset to ‘learn for life’.
Aims of Mathematics learning at Dringhouses
To gain key mathematical skills and knowledge including the quick recall of basic facts (e.g multiplication and division facts and number bonds) .
To develop the ability to apply mathematical skills with confidence and understanding when reasoning with mathematical concepts.
To develop the ability to express ideas using the language of mathematics with assurance, using correct mathematical language and vocabulary.
To develop the ability to think clearly and logically with independence of thought and flexibility of mind- making the links within and between concepts.
To develop a positive attitude to mathematics, recognising that mathematics can be both useful and enjoyable through a growth mindset approach.
To develop a fascination and excitement of mathematics through inspiring teaching.
To be able to use and apply acquired skills in other curricular areas and recognise the effective use of mathematics as a tool within and out of school and, subsequently, adult life.
To support the well-structured and progressive curriculum with clear links between years and within concepts, the school makes use of the White Rose Maths Hub resources and calculation policy. Teaching across the school develops children’s mathematical ability through the stages of concrete, to pictorial and finally to abstract to ensure a deep-rooted understanding with a revisit to different stages if needed when increasing the complexity of learning. Within this context, children are taught in mixed ability classes ensuring there is no limit to their potential in achieving high outcomes whatever their starting point. High expectations and excellent subject knowledge ensure that all children are challenged.