St Teresa’s Mathematical Mastery Vision
Mathematical Mastery is embedded, deep, connected and fluent mathematical learning that impacts positively on the progress of each individual in our school. Teaching for Mastery at St Teresa’s encompasses the thorough and creative mathematical teaching that already happens with the good aspects of the Shanghai model. Our teaching will use the four structures of Mastery: Representations, Mathematical thinking, Fluency and Variation. Through with these 4 headlines, as well as the creative minds of St Teresa’s, we intend on embedding a comprehensive and detailed conceptual mathematical learning journey for all in our classrooms.
So how will we achieve this?
- By using small steps to children’s learning, the coherent journey begins, providing detailed scaffolds for all children, regardless of ability, to achieve and succeed. Mathematics can be an abstract subject, a variety of representations have the potential to provide all children to access and develop understanding to close gaps and move the mathematical learning journey forward.
- St Teresa’s does not just teach for fluency on the 2016 National Curriculum. We develop fluency and procedures to become automatic so their minds become free to think about concepts and apply the skills to problem solving scenarios.
- The role of repetition enables the teachers to provide a sentence stem for children to communicate their ideas with mathematical precision and clarity. These sentences should provide key conceptual ideas or generalities. It provides a strong basis to build understanding and reasoning skills.
- Mathematical Thinking is how we think about relationships. In carefully designing practical activities, fluency development exercises and problem solving scenarios, the teachers of St Teresa’s create an opportunity to practise the thinking process with creativity.
What is the expectation for my child in mathematics?
At the back of the mathematics books, each child has a copy of the whole mathematics curriculum that is covered throughout the year. These objectives are written in friendly 'I can' statements that the children will use in their books as part of their learning objective. They have two columns at the top for the children to take ownership of their learning and tick them when they feel they have met that objective.
As teaching staff, we continually assess what the children can do and update these ourselves regularly on Target Tracker - our whole school assessment tracker system. Depending on the children's learning journeys, we may adapt objectives, recover objectives or even break objectives down into smaller parts to enable our children to grasp the mathematical concepts, apply them in a variety of contexts and become strong mathematicians of the future.
Below you will find the objectives for your child's year group.