Mathematics

The National Curriculum states that children should become fluent in the fundamentals of mathematics through varied and frequent practice, and this is the main aim of our ‘do it’ approach. While a part of this is about knowing key mathematical facts and recalling them efficiently, the ability to be fluent in maths  gives pupils the resilience and understanding to delve deeper into all areas of mathematical learning. Regular development will allow them to build a stronger number sense and choose the most appropriate method for the task at hand. This will enable them to be better equipped to grapple with many variations of mathematical concepts and problems.

‘Do it’ should not simply be presented as a ‘list’ of non-varying calculations, but instead, should be delivered in a variety of ways (see examples). This will encourage critical thinking from the children so that they do not become over familiar with one format.

Being fluent is not simply about quick recall, it is about possessing a range of understanding so that the most efficient method can be called upon at the appropriate time.

Mathematical reasoning involves thinking through mathematical problems logically in order to arrive at solutions, and being able to do this means that you are secure in your understanding. Therefore, our ‘secure it’ mathematical learning should be rich with reasoning.

‘Secure it’ involves being able to identify what is important and unimportant in solving a problem and to explain or justify a solution. It is about encouraging the children to use what they do know, to work out what they do not know and making connections wherever appropriate or possible. This is why missing number and empty box  problems will often be used at this stage.