We aim to nurture children as Mathematicians who: talk about, question and discuss learning in mathematics, enjoy and value mathematics, can effectively and confidently use mathematics, who use and apply skills and knowledge of mathematics across all areas of learning.
At St Thomas we use a teaching for mastery approach based on research evidence. We follow continuous professional development through the National Center for Excellence in the Teaching of Mathematics (NCETM) and work closely with our local Maths Hub, work groups and regional lead.
Children’s chances of success are maximised if they develop deep knowledge and lasting understanding of mathematical procedures and concepts. 'Teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths.
Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material.
All pupils are encouraged by the belief that by working hard at maths they can succeed.
Key components of teaching for mastery are identified as:
- Variation theory
- Children succeeding
- Understanding structures
- Learning facts
Our mathematics mastery curriculum includes NCETM's 'Five Big Ideas', drawn from research evidence. These include:
- Representation and structure
- Mathematical thinking