Numeracy and Maths

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A solid foundation in mathematics is very important for all children. Mathematics provides more than opportunities to calculate; it enables information to be handled and communicated and problems to be solved. Mathematics is used in all aspects of everyday life as well as in the sciences, business and technology.

Numeracy and Maths is concerned with developing skills in 4 key areas. The first of these is INFORMATION HANDLING.

This is concerned with the gathering , organising, display and use of facts and figures and will involve pupils in, for example, doing surveys, using diagrams and tables, making graphs and using spreadsheet databases.

The second is NUMBER, MONEY AND MEASURE in which pupils learn to add, subtract, multiply and divide in a variety of contexts. They also learn to use money, work with time, and investigate length, weight, area and volume.

The third is SHAPE, POSITION AND MOVEMENT in which pupils learn about geometric shapes and develop understanding of, for example, symmetry, angles and compass directions.
In each of these three areas, pupils should develop PROBLEM-SOLVING AND ENQUIRY SKILLS which make up the fourth area. The development of such skills will encourage pupils to think about what they are doing in mathematics, to question and explain.

As well as doing mental calculations and working on paper, pupils should also work with calculators. Pupils should learn to use them to extend, not replace, their ability to calculate.

A variety of resources is used to support and develop numeracy skills in St. Margaret’s and children work on independent tasks as well as in collaborative groups. The development of mental agility is a feature in all classes. ICT permeates our maths curriculum and is used regularly to enhance the learning experience. All teachers strive to create engaging lessons set in real life contexts so that children can make links from the classroom to the wider world.

For example, in the early stages this may be achieved by setting up a shop in the classroom so that the children can learn about and use money in a real life situation. Towards the upper stages of primary school we would expect that children will be able to demonstrate that they are financially aware by participating in enterprising activities demonstrating their knowledge of profit and/ or loss.

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