Mathematics at Oakhurst
‘Hi, everyone! My name is Mojo and I am your maths mascot here at Oakhurst Community Primary School. I was designed by one of our pupils to help remind us all of how important the ‘Power of Yet’ is. I’ll help you along the way as you grow your knowledge and curiosity in all things mathematics!’
At Oakhurst Community Primary School, we embrace the aims of the National Curriculum for mathematics which are to ensure that all pupils:
- Become fluent in the fundamentals of mathematics,
- Reason mathematically by following a line of enquiry,
- Can solve problems by applying their mathematics to a variety of problems
We follow a Mathematics Mastery approach to teaching and learning which ensures continuity and progression.
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 will always be based on the security of pupils understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged by being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding including through additional practice, before moving on.
Children are encouraged to have a growth mindset about their ability to do mathematics, encouraging them to have a go is seen as paramount. Children are taught that it is okay to be stuck because it is fantastic when you get unstuck. The children understand the idea that to learn we have to keep trying and learn from our mistakes. The school uses a character called ‘Mojo’ to inspire children to believe ‘Yes U Can!’
A Typical Mathematics Lesson
Each lesson will usually utilise the following structure:
This is the beginning of the lesson and the teacher will be introducing a new concept or content to the children. We ensure that we expose the children to a wide variety of visual models and representations in order to promote a firm understanding and grasp of new material. Children will also be encouraged to use an assortment of physical resources to help them, too. Access to and type of physical resource will also be dependent on stage and level of understanding.
In this part of the lesson, children will be applying their new knowledge to a series of fairly simplistic problems. Here, the aim is to develop competence and confidence with new concepts and material. Of course, practise makes perfect.
Now that children have had an opportunity to practise the new skill or apply their new knowledge, we move a step further by making the problems slightly more challenging. This may involve alternative representations or applying our new skills in a slightly different way.
At this stage of the lesson, we get to grips with greater depth lesson content. Here is where the children really get the opportunity to show what they can do! The problems and scenarios presented at this stage of the lesson require some very careful thinking. It might be that: children need to apply knowledge of multiple mathematical concepts to a single problem; there might be multiple steps to go through before arriving at a solution or the problem is open-ended and there may be many different ways of answering or presenting a solution. Children will often be encouraged to vocalise or make a note of their chosen strategy or justification, too: ‘Can you prove it to me?‘
No Child Left Behind
Through using the lesson strategy above, all children are able to engage with greater depth lesson content on a daily basis. This might have been independently, through support from a learning partner or adult or in a whole class discussion forum.
How can I find out more?
We are always more than happy to help.
If you have any queries, or you would like to find out more, please use the Enquiry Form found by navigating to the ‘Contact Us‘ tab on the main menu. Alternatively, you can direct your query to firstname.lastname@example.org and we will put you in contact with the relevant member of staff.