To ensure mathematical thinking is a habit which enables all students to engage with maths, develop strategies and solve problems.
We use a skill-based scheme of work that ensures full curriculum coverage. The scheme challenges all students, promotes problem-solving and develops resilience.
Teachers’ interactions with students personalise feedback and promote independent study. Teachers encourage risk-taking by recognising the importance of process as well as final outcome. Better questioning and increased thinking time allow students to more fully articulate a reasoned mathematical argument. Teachers aim to ensure children are happier than ever during Maths. Children describe themselves as good at problem solving.
Lessons include problem-solving questions and group discussions, paired work and increased thinking time when responding to teachers’ questions. The result is increased student engagement as more students are willing to take risks when responding to questions. Extended written work in student books demonstrates an increased ability to articulate a reasoned mathematical argument.
- Pattern Sniffers: look for patterns in numbers
- Tinkerers: try different approaches and ask “what if”
- Experimenters: draw on many strategies
- Inventors: develop new strategies and apply knowledge to new situations.
- Conjecturers: suggest why things happen
- Describers: explain their thinking verbally and in their written answers