At Girraween, mathematics is a tool and a way of thinking that can be used to address problems in the real world. Students will develop a deep understanding of the four key mathematical proficiencies (Fluency, Problem Solving, Understanding and Reasoning) that underpin numeracy. This is predominantly done through a play based approach in the early years, and a more formal problem solving/mental maths approach in the primary years.
EARLY YEARS - MATHEMATICS THROUGH PLAY AND INTENTIONAL TEACHING
- Theories of play influence early years mathematics education
- Play is an appropriate context for problem-solving
- There are strong links between creativity and mathematical development
- All students in Pre-2 engage in playful mathematical experiences
From transition, young children are generally taught maths in a maths time. By incorporating teacher-led activity in playful and meaningful contexts, with teacher-initiated play and child-initiated play into a ‘maths session’, the session can provide a continuum between ‘work’ and ‘play’.
PRIMARY YEARS - MATHEMATICS THROUGH PROBLEM SOLVING AND MENTAL MATHS
- Maths understanding is built through proficiency in numbers, social maths and language
- Mental maths strategies are integral to building fluency and flexibility with numbers
- A problem solving approach which connects students to real life maths supports students doing the thinking which leads to learning.
From years 3-6 students participate in ‘Number Talks’ to build their competency in mental maths. This approach sees students building their maths literacy in order to communicate, evaluate and justify mental maths strategies and strengthen their capabilities. Students spend time solving problems to build more comprehensive and effective strategies to solve more complex problems.
OPPORTUNITY FOR SUPPORT AND ENRICHMENT IN NUMERACY:
Student support and extension occurs within the maths learning environment and is directed by the class teacher. This may entail teacher target groups where the students practice and explore concepts at a more concrete level before moving to the abstract. Likewise, students may be enriched or extended through more complex problems, aligned with explicit teaching around the concept. Opportunities for students to enrich their mathematical understandings outside the classroom include mathematics competitions and REACh experiences which occur throughout the year.