Head of Department: Mrs S Burgess

Mathematics is an exciting and challenging part of the curriculum. It is a discipline that teaches logical, structured thinking and yet at the same time it encourages  creativity and lateral thinking. We are fortunate that our classes are small which  facilitates group work and individual help.

General aims;

• We aim to provide the pupils with a positive learning experience and thus boost confidence and self esteem. Activities are chosen that are appropriate to the level of attainment for the class and the individuals in that class.
• We aim to enhance the pupils’ mental arithmetic skills by providing the necessary skills.
• We aim to provide the skills for problem solving and logical thought processes.
• We aim to balance the creative and fun elements of maths with the necessary repetition and drill to ensure that adequate learning and consolidation is taking place. 
• We aim to enrich pupils in the area of discovery and investigative maths.
• We aim to extend each boy’s lateral thinking abilities by providing regular extension activities and by taking part in competitions such as the AMESA Maths Challenge.       

Specific aims:

Outcomes-based education has provided us with specific outcomes in maths education. These are;

• demonstrate understanding about ways of working with numbers. This includes
•  the performance of basic operations, knowledge of fractions and solving of real-life and simulated problems.
• manipulate numbers and number patterns in different ways. 
• demonstrate an understanding of the historical development of mathematics in various social and cultural contexts. Mathematics must be understood as a human activity and not merely a classroom activity.
• critically analyse how numerical relationships are used in social, political and economic relations. This includes financial maths and working with a budget.
• measure with competence and confidence in a variety of contexts.
• use data from various contexts to make informed judgements. 
• describe and represent experiences with shape, space, time and motion, using all available senses. This includes all geometry work and associates practical activities.
• analyse natural forms, cultural products and processes as representations of shape, space and time. This specific outcome is more applicable to grade 6 and 7 where we will look at fibonnaci numbers in nature, using percentages in geography and also symmetry.
• use mathematical language to communicate mathematical ideas, concepts, generalisations and thought processes. This applies to all class discussions and group work and more particularly to writing correct mathematical statements.
• use various logical processes to formulate, test and justify conjectures. This specific outcome is applied in problem solving strategies and then more particularly in Grade 7.

In order to fulfil all these general and specific aims, maths lessons include class teaching, individual help where necessary, group work, practical work, oral and written problem solving activities. Calculators and computers are used where appropriate.

Assessment

Pupils’ progress is carefully monitored through regular testing. Testing in mathematics is vital as a diagnostic and evaluation tool. Where streaming of abilities takes place in Grade 6 and 7, each class will be set tests at the appropriate level as well as regular standard tests to ensure that the necessary standard is being maintained. Care must be taken to ensure that tests do not become a source of anxiety with undue emphasis being placed on the importance of “marks”. Project work, group work and investigations will also form part of continuous assessment.

Homework and the role of the parent.

Maths homework is given to consolidate work dealt with in class and also to extend abilities through discovery and investigation. This should be seen as a positive activity. Parents can play a vital role by being at hand to help and encourage where necessary. Problem solving should not become a source of anxiety but rather be seen as a challenge. There is no one correct “method” for problem solving. Encourage your children to try different approaches and ways of thinking. 

• Try to find and point out the maths in everyday situations. In the supermarket or restaurant, children can estimate the total cost. They can compare prices. Number plates can provide a wealth of mathematical activities. The list is endless. 
• Try to remove the fear of making mistakes. There is much to learn from mistakes. It is better to attempt to solve a problem and fail than not to attempt at all.
• It is important for parents to look at workbooks regularly and encourage neat and orderly work.
• The teacher, parent and pupil together form a triangle, the most rigid and strongest of mathematical shapes.