The students at Springhallow School have access to different schemes and frameworks to aid their mathematical learning, for example: the Maths – No Problem!
This is an award winning primary mathematics education programme that is the Department of Education’s recommended resource for schools, as it helps pupils to develop a deep, long term and adaptable understanding of mathematics.
Our maths curriculum is organised and taught in discrete areas such as: Number and Shape, Space and Measure.
In the Number unit, the students learn about: number and place value; addition and subtraction; multiplication and division; fractions, decimals, percentages and algebra.
While in the Shape, Space and Measure unit, our students explore: length and height, time, money, properties of shape, position and direction. We ensure that our pupils make rich connections across mathematical ideas to develop fluency, mathematical reasoning and problem solving which enables them to apply their mathematical knowledge to different subjects.
We provide creative, motivating and meaningful maths lessons and we set SMART targets that are specific, measureable, attainable, realistic, and time bound. We have high expectations for every pupil, regardless of their prior attainment. Our teachers use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty are identified and addressed at the outset. Lessons are planned to address potential areas of difficulty and to remove barriers to pupil achievement through high level of differentiation and targeted support interventions.
Mathematics deals in abstract concepts and this can be challenging for pupils with ASC.
Our mathematical teaching and learning strategies are based on meaningful concepts to support pupils in visualising these ideas by using the Concrete, Pictorial and Abstract principles from Early Years to Post 16. This approach will allow the students to have the benefit of understanding why formulas work, instead of just applying them. This leads to a deeper form of learning and longevity in retaining this knowledge. We try to contextualise maths, so that the students understand links between the mathematics that they learn in school and how to use maths in real life. We attempt to show that mathematics is not an isolated subject, by linking it to the practical matters of the real world around them.
This is the first and most important stage of learning. The pupils are first introduced to an idea or a skill by acting it out. Concrete is the ‘doing’ stage, using concrete objects to solve problems. It brings concepts to life by allowing the students to handle physical objects in hands-on activities; it is the foundation for conceptual understanding.
Our students enjoy participating in mathematical ‘hands on’ practical activities.
Pictorial is the second stage of learning. Pictorial is the ‘seeing’ stage, using representations of the objects involved in maths problems. This stage encourages students to make a mental connection between the physical object and abstract levels of understanding, by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem. At this stage, teachers continue to use concrete objects alongside pictorial representations to support teaching and learning.
Students can apply their mathematical skills using the pictorial representations.
Abstract is the third and the hardest stage of leaning. Abstract is the ‘symbolic’ stage, where students are able to use abstract symbols to model and solve maths problems. To transition to this final stage, teachers have the option of using pictorial representations and/or concrete objects alongside the abstract representations to develop and consolidate learning, before moving onto symbolic notations only.
The students are capable of expending their knowledge of problem solving using the abstract representations.
Once our students become familiar with the CPA approach, we encourage our learners to use any of the three representations to problem solve. Combining these strategies helps the students to deepen their understanding, supports the retention of key concepts and develops mathematical fluency amongst our learners.
MATHEMATICAL EVENTS 2023!
Money Activity Week
Springhallow students had a brilliant time during the ‘Money Activity Week’. All the student were able to participate in using and applying money in a meaningful context. They enjoyed participating in a range of activities relating to money and learnt to use the correct mathematical vocabulary relating to money. All the students enjoyed making a purchase from the ice-cream van!
Time Activity Week
All the students at Springhallow School enjoyed participating in the ‘Time Activity Week’. In this event, the students focussed on learning about the concept of ‘time’ using meaningful methods, and were used the correct mathematical vocabulary relating to time.
Recommended Reads and Downloads
Here are some suggestions on how your child’s learning progresses within a topic and how to help your child in learning different maths topics at home.