Westbury School Mathematics Policy

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Mathematics policy

2003

OBJECTIVES

Curriculum 2000 specifies that the syllabus and the knowledge, skills and understanding outline should be used to enable pupils to be able to demonstrate the ability to:

Choose and make use of knowledge, skills and understanding of number, algebra, shape and space and data handling in practical tasks. All these need to be worked together in order to develop skills wherein real life problems can be investigated.
Use number, including estimation and approximation, interpreting results and checking for reasonableness.
Recognise and use symbolic and graphical representation to express relationships.
Recognise and use the properties of two-dimensional and three-dimensional shapes and use measurement, location and transformation in the study of space.
Collect, process and interpret data and demonstrate an understanding of estimation and the use of probability.

TEACHING STYLES

Approaches to the teaching of a particular piece of mathematics needs to be related to the topic itself and to the personality of both teacher and pupils. Due to the differences of personality and circumstances, methods which may be extremely successful with one teacher and one group of pupils will not necessarily be suitable for use by another teacher or with a different group of pupils. With this in mind, teaching methods should include the opportunity for:

Explanation and questioning by the teacher
Discussion between the teacher and pupils and between the pupils themselves
Appropriate practical work
Problem-solving
Investigation work
Consolidation and practice of fundamental skills
Grouping strategies including small group and individual work

Our role as teachers is to enable each pupil to develop within his capabilities, the mathematical skills and understanding required for adult life, for employment, for further study and training. We need to remain aware of the difficulties which some of our pupils will experience in trying to gain such an appropriate understanding.

Part of our role is to bring mathematics to life for our young people in order that they begin to appreciate that the purpose of study within this area is to provide them with the skills and abilities that they will require not only now but in later life, to deal with a wide range of human experience. We must endeavour at all times to relate the practical use of skills learnt within mathematics to activities common to their own experience.

In KS2 and 3 Maths lessons usually follow the format advocated by the National Numeracy strategy of a three-part lesson.

The first 10 minutes spent on a starter-activity encouraging mental mathematics, and/or review of previous lessons.
The main body of lesson is taken up by explanation and practical activities.
This is followed by a plenary to evaluate pupil learning.

This will be achieved through a variety of teaching styles:

Explanation by the teacher
Discussion between the teacher and the pupil
Discussion between the pupils themselves
Appropriate practical work
Practice of fundamental skills and routines
Problem-solving
Investigative work
The application of maths to everyday situations
Use of ICT to review and consolidate mathematical concepts and skills.

MATHEMATICS ACROSS THE CURRICULUM

GENERIC STATEMENTS

The use and application of mathematical skills is relevant across all aspects of the school curriculum. When planning elements of mathematics within other curriculum areas, it would be wise to reflect upon the existing knowledge and understanding of pupils and to determine whether or not co-ordinated approaches with the maths teachers for the groups need to be considered. Where specific skills have not yet been covered within the maths curriculum, staff may need to teach these as an integral part of their lessons.