The National Curriculum for mathematics aims to ensure all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
- 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.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.
The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
The National Curriculum for mathematics is a mastery curriculum.
At Earlsfield Primary School we aim to enable all our children with:
- Deep and sustainable learning
- Ability to build on something already mastered
- Ability to reason about a concept and make connections to other concepts
- Procedural fluency with conceptual understanding -the understanding of how and why it all works
At Earlsfield, our expectation is that all pupils are capable of achieving high standards in mathematics. In order for this to happen we spend longer on topics and teach the children step by step to ensure that they develop conceptual understanding along with procedural fluency.
Differentiation is achieved by emphasising deep knowledge and through individual support and intervention to enable the children to access what is being taught.
Questioning and scaffolding vary, children will engage in problems solving tasks. Higher attaining children will be given more complex problems which deepen their knowledge of the same content. They are not accelerated through curriculum content. Research has shown that these children often leave primary school with a superficial understanding of what they have been taught.
One of the aims of the National Curriculum is that children become fluent in mathematics. Fluency comes from deep knowledge and practice. The ability to recall facts and manipulate them to work out other facts is important.