Intent – Mathematics at Hindhayes
Recent research used to inform practice:
A Chinese proverb suggests ‘Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.’ How to involve or engage today’s learner is at the forefront of much educational research that resonates well with our ethos at Hindhayes. Lead author Dr Emma Norris (UCL Centre for Behaviour Change, UCL Psychology & Language Sciences) states: “Physical activity is good for children’s health, and the biggest contributor of sedentary time in children’s lives is the seven or eight hours a day they spend in classrooms. Our study shows that physically active lessons are a useful addition to the curriculum. They can create a memorable learning experience, helping children to learn more effectively.” Sams, C., Wegerif, R., Dawes, L. and Mercer, N. (2004, Thinking Together with ICT & Primary Mathematics: a Continuing Professional Development Pack) advocates the importance of classroom talk to clarify, challenge and deepen knowledge. These studies help to shape the learning experiences that we want for our learners.
Developing skilled mathematicians at Hindhayes:
We value a maths curriculum that is coherent, robust and accessible for all. Mathematics is an important part of everyday life which is why we dedicate five hourly sessions to the study of mathematics alongside a further three fifteen minute APE sessions in Key Stage One. Our intent for mathematics in the Foundation Stage is for daily opportunities to develop their mathematical understanding, primarily through play, to meet the needs of Development Matters. In addition to this, applications of mathematics can be found in our teaching of science, art and ICT.
At Hindhayes, we aim follow a mastery approach to the teaching and learning of mathematics. We therefore block mathematical concepts for an appropriate length of time to allow for learning pathways to be properly developed. We draw on a wide range of approaches and resources to fulfil our aim of engaging all learners; including ‘Active Maths’, ‘Arithmekits’, numicon and ‘Super movers’. Our planning largely follows the White Rose Hub structure, with a focus on fluency, reasoning and problem solving for ALL pupils. We are currently developing ‘low threshold/high ceiling’ approaches to learning to emphasise our high expectations for all learners. Where some children require a slower, more measured pace of learning, our intent is to support their understanding by providing appropriate small steps teaching provision. Our whole school approach to developing resilient, resourceful learners further supports our mathematical intent, as we value time to talk, collaborate and learn from each other’s mistakes as well as successes.
Developing Cultural Capital
We want our maths curriculum to be engaging, relevant and rooted in real life contexts. So many life skills are fostered through mathematics; creative problem solving, the empowerment of reasoning and justifying, the development of resilience and a confident ‘I can’ attitude.
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