Why we teach mathematics
At Colliers Green, we believe that mathematics is essential to everyday life, as well as being critical to science, technology and engineering, and necessary in most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject.
We aim to develop lively, enquiring minds and encourage pupils to become self-motivated, confident and capable in order to solve problems that will become an integral part of their future.
Learning mathematics supports our three school values:
- Aspiration: loving the world by beginning to understand the universal language that is maths.
- Resilience: loving ourselves by persevering with our learning, even when something is challenging.
- Community: loving our community by being able to assist our families with budgeting and shopping!
The aims of the mathematics curriculum
The National Curriculum for mathematics aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
How we teach mathematics at Colliers Green
At Colliers Green we follow the White Rose Scheme of Learning for primary children (see below for yearly overviews) which aims to shape assured, happy and resilient mathematicians who relish the challenge of maths. They become independent, reflective thinkers, whose skills not only liberate them in maths but also support them across the curriculum.
Children are introduced concepts using a CPA approach, whereby concrete resources are used when the concept is first experienced, followed by pictorial representation and finally abstract notation.
Children are taught the various skills needed to become fluent in mathematics, in addition to receiving opportunities to improve reasoning and problem solving ability.