Mathematics is not about numbers, equations, computations or algorithms: it is about understanding. wILLIAM THURSTON
Therefore, at Roundhay, we teach maths using the 'mastery' approach. Significant time is spent ensuring that children have a deep, sustained knowledge of mathematical concepts and are able to apply and use this knowledge to solve problems and explain their reasoning. As a result, we believe that every child is able to succeed in maths.
tHE MASTERY APPROACH
The content underpinning the 2014 mathematics curriculum reflect those found in high performing education systems internationally, particularly those in Singapore, Japan, China and South Korea. The approach to teaching maths in these countries is known as 'mastery'.
Mastering maths means acquiring a deep, long-term, secure and adaptable understanding of the subject. Achieving mastery in an area of maths is taken to mean acquiring a solid enough understanding of the maths that is being taught to enable the child to move on to more advanced material. (NCETM 2017)
wHAT DOES THIS LOOK LIKE AT ROUNDHAY?
Children take part in 4 carefully crafted maths lessons each week focusing on intelligent practise and progression of a concept through procedural fluency, varied fluency, problem solving and reasoning. Friday's lesson focuses on problem solving and specifically teaches the children the skills required to solve single and multi-step problems using 'Reasoning RALF' and a variety of strategies including bar models and the use of diagrams or jottings.
In addition, children take part in 4 'Masters of Arithmetic' lessons each week, which focus on basic arithmetic skills to develop fluency and automaticity, and complete weekly low stakes quizzes in arithmetic and problem solving for regular assessment of progress and to force retention of previously learnt knowledge.
A key feature of the mastery approach is that all children work together on the same lesson content at the same time. This ensures that all children master the concept before moving on to the next part of the curriculum, allowing no pupil to be left behind. At Roundhay, teachers pre-teach new content to small groups of children who may find the upcoming lesson challenging, enabling them to feel confident within the lesson and move through the content at the same pace as the rest of the class. In addition, any children who find a concept difficult, or continue to hold misconceptions about a concept, take part in Same Day Intervention (SDI) sessions. This enables the teacher to address this difficulty or misconception prior to the next lesson, hopefully, enabling the child to continue making progress with the class. For children who grasp a concept easily, greater depth challenges ensure that they are given opportunities to 'go deeper' and explain their reasoning.
For further information about the mastery approach please see the documents below:
Please use our calculation policy to support your child at home.
Please be aware that these are end of year objectives and will be taught in school throughout the year. The expectation is that your child can solve problems using the methods in the policy by the end of the academic year.
If you are unsure about any of the methods, please speak to your child's class teacher. Please can we politely ask that you avoid teaching your child a different method as this often causes confusion. Thank you
Calculation policy - addition and subtraction
Calculation policy - multiplication and division
oTHER USEFUL DOCUMENTS
Maths Shed and PIXL
All children in school have a log in to maths shed. There are lots of games and activities on this website to support your child at home. (maths shed and spelling shed log in details are the same. If your child does not know their log in details, please speak to their class teacher).
All children in school have a log in to the PIXL times tables app. If your child does not know their log in details, please speak to their class teacher.