At Great Sampford we see mathematics as an essential tool for everyday life. It incorporates a whole network of concepts and relationships that provide a gateway to view and make 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 also provides the materials and means for creating new imaginative worlds to explore. At Great Sampford maths is taught as a discrete subject for at least one hour per day following the programmes of study for each year group as exemplified in the National Curiculum in England (DfE Sept 2013). Wherever possible it is also taught in a thematic way to give the subject added relevance for the pupils. Through careful planning and preparation we aim to ensure that, throughout the school, children are given opportunities for: practical activities and mathematical games, problem solving, individual, group and whole class discussions and activities, open and closed tasks, understanding a range of methods of calculating eg. mental, pencil and paper and using a calculator. Our school scheme of work from Early Years to Year 6 is based on the Abacus Evolve Framework.
Our principal aims are to:
- foster a positive attitude towards mathematics and an awareness of the fascination of mathematics
- develop competence and confidence in mathematical knowledge, concepts and skills
- encourage an ability to solve problems, to reason, to think logically and to work systematically and accurately.
- encourage initiative and an ability to work both independently and in cooperation with others
- develop an ability to communicate mathematical ideas and concepts
- develop an ability to use and apply mathematics across the curriculum and in real life
- encourage an understanding of mathematics through a process of enquiry and experiment
Addionally we aim 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.