At Mossbourne Parkside Academy, we use two different schemes for teaching Mathematics to allow all students, no matter how young, to achieve.

Students can underperform in Mathematics because they think they can’t do it or are not naturally good at it.  The programmes we use address these preconceptions by ensuring that all children experience challenge and success in Mathematics.

 

Mathematics Mastery

These principles are taken from Mathematics Mastery, the programme used by EYFS and Year One. Mathematics Mastery is an engaging and accessible style of maths teaching, inspired by Singapore and Shanghai. The approach is designed to enhance understanding and enjoyment, as well as raise attainment for every child.

Children are encouraged to use resources to physically show and represent concepts learnt in their Maths lessons. Pictures, as well as objects, are used to visualise ideas that can sometimes seem abstract, which helps their understanding of numbers and symbols.

Mathematics concepts are explored in a variety of problem-solving ‘real life’ concepts to give pupils a deep and solid understanding of Mathematics.

 

Primary Advantage Maths

In Year Two and above we use Primary Advantage Maths. Primary Advantage are a group of schools working together because we believe our schools can gain many benefits from working collaboratively. We have made a commitment to a shared responsibility to the wider school community, the provision of good quality education and the improvement of life chance for pupils in the community beyond that of our own schools. Primary Advantage Mathematics focuses on the concrete-pictorial-abstract approach:

Concrete representation: A pupil is first introduced to an idea by acting it out with real objects, in division, for example, this might be done by sharing 10 cookies amongst 5 children.

Pictorial representation: A pupil who has understood the hands-on step now relates them to pictures and diagrams. For division, this could involve circling objects into groups.

Abstract: The pupil now represents problems using mathematical notation, such as 10 ÷ 5 = 2

Children in Years 2-6 also have a daily Maths Meeting where quick recall facts are revisited and learnt to ensure that key Mathematical skill is developed. In addition to this, a growth mindset approach is applied to the subject, encouraging children to make mistakes, keep trying and to believe in the power of ‘yet’.