The Aims of the Primary Maths Curriculum:
The national curriculum for mathematics aims to ensure that all pupils:
The information on the page below explains our approach to Maths at Amberley.
Maths at Amberley
In order to support our approach to teaching for Mastery of Mathematics, this year we have started to use the White Rose Maths materials to support our planning and teaching.
Have number at their heart. A large proportion of time is spent reinforcing number to build competency.
Ensure planning supports the ideal of depth of learning before breadth of learning.
Provide plenty of opportunities to build reasoning and problem solving elements into the curriculum.
At Amberley Primary we believe it is important that children develop a deep understanding of the mathematical concepts they are learning. Therefore over the last two years in school we have changed our teaching of maths, taking on the 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.
For example, if a problem is about adding up four baskets of fruit , the children might first handle actual fruit before progressing to handling counters or cubes which are used to represent the fruit.
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.
In order to further embed problem solving and reasoning all year groups now hold daily Guided Maths sessions. During these sessions, the teacher works with a focus group on developing their problem solving and reasoning skills through communication, variation and discussion of different mathematical approaches. The other children have the opportunity to revisit prior learning, work on developing fluency skills and automaticity.
We feel it is important that we listen to the feedback of our children at Amberley and they are very positive about their maths lessons.
"I love working with the numicon and the dienes. It helps me to understand maths better."
"I love the tricky problems our teacher gives us. They are hard but great fun."
Below are some links to websites that you may like to try out with your children:
BBC Bitesize- This link will take you to the Bitesize homepage. From here click on the correct key stage button and it will lead you to some great maths resources linked to what your child has been learning.
Maths Zone- A great website full of games, mainly for KS2.
Super Maths World- Great games for KS2. Children can log in as a guest or create an account.
Cool Maths- Another website full of interactive games.
Crik Web- Great free games