St Andrews Primary School
Policy Statement for Mathematics
Rationale
“Mathematics is the study of the properties, relationships and patterns in
number and shape, and the application of this knowledge to analyse,
interpret, simplify and solve problems. It is a rich and stimulating subject
with the capacity to engage and fascinate learners of all ages, interests and
abilities.”
(Curriculum for Excellence)
Aims
Through this policy we aim to offer all our pupils a mathematical programme
of high quality. Using a variety of approaches we hope to develop in each
pupil an inquiring mind, plus the necessary attitudes, skills and knowledge. To
achieve this aim for mathematics, all pupils will experience a range of
activities that are practical, investigative, enjoyable and challenging. We also
aim to ensure that all pupils have equal access to the programme for
mathematics irrespective of gender, ethnicity, ability or background.
To achieve this view of mathematics we need to develop in our pupils:
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A positive attitude to mathematics as a fascinating, useful and
attractive subject.
An ability to think clearly, logically and creatively in mathematics with
confidence, independence and flexibility of mind.
An awareness of the usefulness of mathematics in the world beyond the
classroom.
An understanding of mathematics through a process of problem solving,
enquiry and experiment.
An understanding of the nature and purposes of mathematics.
An appreciation of the importance of sharing mathematics through
cooperative learning by discussing, explaining and reporting.
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Time allocation
The time allocated to the teaching of Mathematics is based on the
recommendations set down in the Mathematics 5-14 Guidelines. In line
with these suggestions, a minimum of 15% should be allocated to the
teaching of Mathematics. Teaching is planned so that Mathematics is
timetabled each week. The amount of time each week can be flexible and
may vary slightly, particularly Mathematics work linked with topics.
In the early years, mathematics is an integral part of the topics used in
the daily activities. As such there is a more flexible approach to
timetabling.
With the introduction of ‘A Curriculum for Excellence’ the aim is that the
curriculum will be decluttered significantly, freeing up more time for
children to achieve and to allow teachers the freedom to exercise
judgement on appropriate learning for children.
Curriculum Content
“Too often, pupils do not see the relevance of the mathematics they are
being taught nor the connections with the skills they need in other subjects.
Skills such as the ability to solve problems and deal effectively with mental
calculation lie at the heart of mathematics education.”
(HMIE – Improving Mathematics)
Inspectors found that the most common areas for improvement for primary
schools were to:
- build effectively on the skills in mental calculation developed at the early
stages;
- avoid multiplication tables being taught as isolated sets of facts;
- use computers to develop pupils’ skills in information handling;
- place more emphasis on the discussion and selection of strategies in
problem solving.
To give structure and progression to the pupils’ mathematical experience,
teachers plan with specific objectives in mind. They use a balanced variety
of approaches recommended in the 5 – 14 guidelines:
- exposition
- discussion
- activity
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- enquiry
Every child and young person should be given the opportunity to become:
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Successful Learners – able to take responsibility and become
increasingly independent
Confident Individuals – with a sense of self-worth and selfawareness, secure in their values and beliefs
Responsible Citizens – with respect for others beliefs, able to make
informed choices and decisions wherever possible
Effective Contributors – to recognise and celebrate achievement and
develop interpersonal skills
For children to become ‘Successful Learners’, ‘Confident Individuals’,
‘Responsible Citizens’ and ‘Effective Contributors’ mathematic lessons
comprise key features. Activities will:
 Be balanced between tasks which develop knowledge, skills and
understanding and those which develop the ability to tackle practical
problems or carry out mathematical investigations.
 Be balanced between those which are short in duration and those which
have scope for further development.
 Involve, where appropriate, both independent and collaborative work.
 Be supported by a variety of teaching approaches.
 Activities will encourage pupils to use oral, mental and written forms of
mathematics.
 Provide opportunities for pupils to select and use with confidence a range
of mathematical resources.
 Be set in a variety of contexts where mathematical skills and knowledge
can be practised, e.g. real, imaginary and simulated.
Calculators
Calculators can and should be used to reinforce concepts and relationships.
Pupils should be encouraged to use estimate, calculate and check. Guidance
in ‘Improving Mathematics Education 5-14’ states that “...calculators should
not be allowed to provide unnecessary support or substitute for the
development of professional proficiency.” Calculators should be used for
well-defined purposes.
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Class Organisation
“The child’s day should provide a suitable mix of opportunities for work with
the class, in a group or individually. Staff can plan their time to interact with
identified children, support learning through sensitive intervention, work
with smaller groups and also have whole class activities as and when
appropriate.”
(Curriculum for Excellence)
Class teachers are responsible for their own class organisation and
teaching style in relation to Mathematics, but at the same time ensure
these reflect the overall aims of the school. Classroom organisation is
flexible, providing the following:
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Direct teaching of individuals and groups
Discussion between teacher and pupils and between children themselves
Practical work
Consideration and practice of fundamental skills and routines
Problem solving
Investigative work
Aspects of interactive/oral activities
Individual active learning
Wherever the situation allows, any new mathematical concept will be
presented in a practical (concrete) way initially and then related at a later
stage, to a theoretical (abstract) approach.
An effective class lesson in mathematics should:
 Revisit previous topic work
 State learning objectives or targets for lesson
 Have a variety of activity and written tasks
 Have a plenary session at the end to reinforce/consolidate what has been
learnt
“For effective active learning, children need sufficient time to engage with
ideas, resources, peers and adults. This requires staff to plan routines as
far as possible to create time slots that are uninterrupted. Children
consolidate their learning when they have time to engage in activities in
depth. It can be good practice for children to revisit a piece of work again
and again to learn more deeply.”
(Curriculum for Excellence)
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Differentiation
All children should have equal access to a broad, balanced curriculum
that includes Mathematics and each child within our care should make
the greatest progress possible. This includes providing a challenging
curriculum for able pupils as well as supporting pupils with specific needs
and difficulties. Every child will be given the opportunity to experience
success.
Continuity and Progression
With the implementation of ‘A Curriculum for Excellence’, mathematical
experiences provided for each pupil are continuous not only from 3-5 and 5–
14 years, but 3–18 years. As progress in mathematics varies for individual
children it is important that each pupil’s work is appropriate to his/her
needs.
Throughout the year each child’s progress is tracked using National
Assessments and targets are set and regularly reviewed for the children. A
support for learning teacher and classroom assistants are in place to support
those children needing additional provision.
Before children begin their new academic year a meeting takes place to
discuss the progress and attainment of each child thus allowing continuity
and progression. By reporting in a similar way to the Mathematics
department of Kirkwall Grammar School, we seek to ensure a smooth
transition from P7 to S1.
Assessment
“…classroom assessment involves high quality interactions, based on
thoughtful questions, careful listening and reflective responses.”
(Assessment is for Learning)
Formative assessment strategies including effective questioning, feedback,
sharing learning intentions and involving pupils in self-evaluation are
important in engaging pupils actively in their mathematics and are key
aspects in St Andrews Primary.
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Strategies employed include:
- Giving pupils time to think before providing an answer and allow them
time to explore reasons for wrong answers.
- Using assessment information to plan pupils' next steps in learning.
- Giving guidance to pupils on areas for improvement and how to
achieve that improvement.
Teachers will wish to use a variety of assessment methods, depending on
what is to be assessed. Checking written work, observing activities,
discussing events with pupils are all likely to be included. Pupil selfassessment has a place; it is valuable for its motivating effect and for the
insight it offers pupils on how to improve.
More formal, summative assessment will take place when the child’s teacher
feels that the child has covered the relevant work to sit the next level of
their National Assessment.
Programmes of Study
The attainment outcomes detailed in Mathematics 5-14 are based on:
Problem Solving and Enquiry; Information Handling; Number, Money and
Measurement and Shape, Position and Movement and a Curriculum for
Excellence
Problem Solving and Enquiry:
There are 3 steps involved1. Starting a task i.e. identifying and interpreting the problem, deciding what
information is needed and known and then deciding how to proceed.
2. Doing a task i.e. implementing strategies, coming to conclusions and
evaluating what has to be done.
3. Reporting on a task.
(Details about levels A-E and attainment targets can be found in
Mathematics 5 - 14 document.) - Curriculum for Excellence stages
Resources:
Heinemann, Internet based, Apex, Tens, Cambridge Mental, Teachers own
resources, Mathematical challenges for able pupils, Collins games, A & C
Black, Concrete material
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Information Handling:
The strands are to give the pupils opportunities to:
- Collect information
- Organise information
- Display information
- Interpret information
(Details about levels A-E and attainment targets and programmes of study
are to be found in the Mathematics 5-14 document.)
Resources:
Heinemann, Tens, IPM, SPMG, SHM, Computers ad software, Maths Express,
Maths in Action, Concrete materials, Teachers own resources
Number, Money and Measurement:
The outcome is that pupils should understand uses and apply concepts, facts
and techniques in:
- Number, money and notation
- Methods of calculating using number- including money
- Patterns, sequences and relationships- including symbolic representation
Measure
The strands
(The details about levels A-E and attainment targets plus programmes of
study are to be found in the Mathematics 5 -14 document.) - Curriculum for
Excellence stages.
Resources:
Heinemann, Tens, IPM, SPMG, SHM, Maths Express, Maths in Action, Ginn,
A & C Black, Concrete materials, Teachers’ own resources, Collins Mental
Maths
Shape, Position and Movement:
The outcome is that pupils should be able to recognise, understand, use and
apply concepts, facts and techniques associated with - Properties of 2 and 3 dimensional shapes
- Properties of position and movement
(The details about levels A-E and attainment targets plus programmes of
study are to be found in the Mathematics 5-14 document.) – Curriculum for
Excellence stages.
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Resources:
Heinemann, Tens, Bee Bots, Roamer, Compass, IPM, Concrete materials,
Teachers’ own resources
Homework:
Her Majesty’s Chief Inspector of Schools noted that homework "is
important at all stages of a child’s education". Any maths homework issued is
aiming to extend and support the school curriculum, through reinforcement
and revision and should not be new to the child.
Conclusion
This statement of policy has been agreed and accepted by all staff at St
Andrews Primary School in January 2009 and is intended to show parents
and visitors what we achieve and how we do it.
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