“Without mathematics, there’s nothing you can do. Everything around you is mathematics. Everything around you is numbers.” – Shakuntala Devi
At Buxton Junior School, we aim to provide a happy, secure and stimulating environment, which encourages every child to progress to the best of their ability and promotes a positive attitude towards mathematics in their everyday lives. In the teaching of mathematics we aim to make our Maths learning fun and active. Opportunities to teach Maths are used through a variety of curriculum areas including PE, Forest School, Topic and using IT equipment. We promote and encourage the importance of children learning multiplication tables and help children to learn them in a fun way through song, dance, games and other methods.
At Buxton Junior School, we extend our teaching of maths to involve regular parental involvement through Mouth Watering Maths mornings and Maths Together mornings where parents are invited into school to share their child’s learning and approach to maths, play mathematical games, use maths equipment, solve problems and generally have fun! All of this whilst enjoying tea and cake.
Our Mastery Maths approach
In order to support our approach to teaching for Mastery of Mathematics, we use the White Rose Maths Hub materials to support our planning and teaching.
At Buxton Junior School, we believe it is important that children develop a deep understanding of the mathematical concepts they are learning. Therefore we use a concrete, pictorial, abstract (CPA) approach. This is a highly effective approach to teaching that develops a deep and sustainable understanding of maths.
Concrete is the “doing” stage, using concrete objects to model problems. Instead of the traditional method of maths teaching, where a teacher demonstrates how to solve a problem, the CPA approach brings concepts to life by allowing children to experience and handle physical objects themselves. Every new abstract concept is learned first with a “concrete” or physical experience.
Pictorial is the “seeing” stage, using representations of the objects to model problems. This stage encourages children to make a mental connection between the physical object and abstract levels of understanding by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem.
Building or drawing a model makes it easier for children to grasp concepts they traditionally find more difficult, such as fractions, as it helps them visualise the problem and make it more accessible.
Abstract is the “symbolic” stage, where children are able to use abstract symbols.
Only once a child has demonstrated that they have a solid understanding of the “concrete” and “pictorial” representations of the problem, can the teacher introduce the more “abstract” concept, such as mathematical symbols. Children are introduced to the concept at a symbolic level, using only numbers, notation, and mathematical symbols, for example +, –, x, / to indicate addition, multiplication, or division.
Although above, CPA is shown as three distinct stages, our teachers will go back and forth between each representation to reinforce concepts.
The Aims of the Primary Maths Curriculum:
The national curriculum for mathematics aims to ensure that all pupils:
What is 4x4? How many 4’s are there in 16? What number comes after 12 in the 4x table? What is the fourth number in the 4x table?