This plan was formulated by all members of the teaching staff of ACETNS during staff  meetings and School Planning Days.

This plan describes our agreed approach to taching mathematics. It is primarily for ourselves as a staff to ensure consistency and continuity in our approach and to help improve the pupils’ learning of Maths.  The plan conforms to the principles of learning outlined in the Primary School Curriculum.

(a)   Vision:

One of our principal aims at Adamstown Castle ETNS is to help each child develop to his/her full potential. We aim to develop in the child, a positive atitude towards mathematics as a subject. It is our hope that when a child leaves 6^th class he/she will be able to recall basic number facts, think logically, solve problems, interpret data and have the Mathematical skills to lead a full life as a child and later as an adult.

(b)   Aims:

We endorse the aims of the Primary School Curriculum for mathematics:

• To develop a positive attitude towards mathematics and an appreciation of both its practical and its aesthetic aspects.
•  To develop problem-solving abilities and a facility for the application of mathematics to everyday life.
• To enable the child to use mathematical language effectively and accurately.
• To enable the child to acquire an understanding of mathematical concepts and processes to his/her appropriate level of development and ability.
• To enable the child to acquire proficiency in fundamental mathematical skills and to recalling basic number facts.

Curriculum:

The content taught in our school is guided by the Primary School Curriculum (1999)

1.      Strands and Strand Units:

The curriculum is divided into five strands

1. Number

2.Algebra

3.Shape and Space

4. Measures

5. Data

For content overview see Curriculum:

Infants p.17; First & Second classes p. 37; Third & Fourth classes p.61; Fifth & Sixth  classes p. 85

2.      Approaches and Methodologies:

In the mathematics curriculum the strands and strand units are viewed through the lens   of the approaches and methodologies.

(Refer to Teacher Guidelines: Mathematics pp. 30 – 67)

2.1 General

To ensure that all children are provided with the opportunity to access the full range

(all strands) of the mathematics curriculum, the following approaches and methodologies are adopted in our school.

• The use of concrete materials throughout the school to support learning.
• An emphasis on discovery learning. Whilst we recognise there is a place for learning formulae and number facts by rote, this should only occur after a child has gained understanding of the content involved.

• Text-books are only one of many resources used in mathematics instruction. Other resources include; on-line interactive games, concrete materials, board games etc.

• Children from fourth to sixth class are provided with the opportunity to use calculators to check answers, to develop the calculator skills and to remove computationa barriers for children experiencing difficulties.

• Pupils collect and record data in other subject areas e.g. Science, Geography, History.

• An emphasis on estimation as an integral part of computation and problem solving.

Pupils use estimation across the strands and not just in numbers.

(Ideas for estimation: Appendix 1)

• The development of a maths rich environment by; displaying pupils’ work in mathematics, creating maths areas, colour tables,number tables etc.

2.2 Talk and Discussion

Discussion skills

• Discussion skills need to be developed by

–    Turn taking

–   Active listening

–    Positive response to the opinions of others

–    Confidence in putting forward an opinion

–    Ability to explain clearly their point of view.

• Children are provided with the opportunity to explain how they got the answer to a problem, discuss alternative ways of approaching a problem or give oral descriptions of group solutions?

Scaffolding

• Teacher actively models mathematical language when talking through the problem-solving process.

Integration

• Opportunities to develop mathematical skills are identified in other areas of the curriculum e.g. collecting data in history and geography, measuring temperature in science.

Mathematical Language in context

• In the multilingual context of our school, the importance for consistency in the use of mathematical language throughout the school is recognised. Therefore, a clearly defined list of language and terminology to be taught at each class level has been created. This is used as a guideline for all teachers when modelling mathematical language in the classroom.
• (See Appendix 2)
• A common approach to language used when teaching number operations has also been developed. (See Appendix 3)
• The child’s own environment and ideas are used as a basis for reinforcing mathematical language e.g. you are taller then he is, is teacher’s table wider than yours?

Number facts

• There is a common approach to the teaching of number facts which is reinforced through all levels of the school. (See Appendix 4)

When do we begin rote learning of tables?

Are the children aware of the commutative properties of multiplication tables and of their relationship with division?

Do we teach subtraction and division tables separately or as part of addition and multiplication?

2.3. Active Learning

Opportunities for the children to learn in a real and enjoyable way are provided through involvement in a wide variety of mathematical activities in the classroom, in the school and in the local area.

• Problem of the day/week
• Maths Trails (Ideas for Maths Trails – Appendix 5)
• Personal benchmarks displayed in classroom e.g. children’s height chart for comparison during the year.
• Brainteasers, puzzles, sudoku from magazines/newspapers

2.4. Collaborative and co-operative learning

This will be promoted through the use of maths games such as:

·         Dominoes

·         Cards

·         Games using Dice

·         Buzz

·         Bingo

·         Tables games

·         Snakes and Ladders

·         Draughts

They will learn the skills of group work by:

·         Being assigned individual tasks within groups.

·         Recording.

·         Being given leadership roles.

·         Alternating responsibilities.

·         Being involved in buddy systems.

·         Devising questions.

Each class will engage in a variety of organisational skills such as pair work, group work and whole class work.

2.5 Problem-solving

• Children are encouraged to use their own ideas as a context for problem-solving, e.g. my mammy bought a 2 litre bottle of orange for the party yesterday – was it cheaper than two 1 litre bottles?

• RAVECCC* and ROSE*strategies will be used to support children’s problem-solving strategies
• *RAVECCC – Read, Attend to key words, Visualise, Estimate, Choose numbers, Calculate, Check

*ROSE – Read, Organise, Solve, Evaluate (Appendix 6)

• All children, Infants to Sixth class and including those with special needs, will be given  the opportunity to experience problem-solving activities, e.g. by giving oral problems; by having them use objects to solve the problem; by using smaller numbers; by using items in the environment, e.g. how many beads can I hold in one hand – a little, a lot, more than teacher?

2.6 Using the Environment

• The teachers use the school environment to provide opportunities for Mathematical problem solving e.g. –marking heights, having a puzzle of the week on class notice board, using maths in P.E. etc.
• When using mathematical trails within or outside of the school building they are developed in line with the school’s Health and Safety policy.
• Teachers give the children opportunities to present/display their mathematical work in the class/corridor and on the school website

2.7 Skills Through Content

• The following  skills are actively developed through the content of the Mathematics Curriculum.

(See Teacher Guidelines: Mathematics pp. 68-69)

¾     Applying and problem solving, e.g. selecting appropriate materials and processes in science

¾     Communicating and expressing, e.g. discussing and explaining the processes used to map an area in geography

¾     Integrating and connecting, e.g. recognising mathematics in the environment

¾     Reasoning, e.g. exploring and investigating patterns and relationships in music

¾     Implementing, e.g. using mathematics as an everyday life skill

¾     Understanding and recalling, e.g. understanding and recalling terminology, facts, definitions, and formulae

• All teachers encourage the use of mental maths

(Textbook : New Wave Mental Maths  – 4^th  to 6^th Class)

3.      Assessment and Record Keeping:

·         Assessment is used to direct teaching and learning

·         The staff look at results on both a class and a school basis to see if there are areas of Mathematics to be improved.

·         Standardised tests (SIGMA T) are administered in May at each class level.

·         Teachers ensure that a broad range of assessment tools is being used.

–    Teacher observation

–    Teacher designed tests and tasks

–    Projects and work samples

–    Mastery records

–    Diagnostic tests

–    Standardised tests

• Assessment information/results on standardised tests of pupils in 1^st and 4^th class are shared with parents at the annual Parent Teacher Meetings and in writing on report cards.
• Standardised test results and annual reports are managed and stored in the SET room.
• A copy of results form standardised tests will be given to each class teacher at the beginning of the school year(if applicable).

4.      Children with Different Needs:

4.1 Children with Learning Difficulties

·         The class teacher implements the school policies on screening and selecting pupils for supplementary teaching in Mathematics.

·         The teacher may adjust the classroom programme for those in receipt of learning support in line with agreed learning targets.

·         ICT is used regularly to support teaching and learning for children with special needs.

·         With regard to pupils receiving supplementary mathematics learning support, as much of the mainstream programme is to be taught as possible.

4.2 Children with Exceptional Ability       

·         Children of exceptional ability (as identified in through standardised test/other assessments) are assigned differentiated work by their class teacher.  Good use is made of ICT in this area.

5.      Equality of Participation and Access:

·         Special provisions will be made or additional support will be given to children in order to ensure equality of participation and access to the maths curriculum for all pupils. Where necessary time for Language Support may be used within the class to support children with English as an Additional Language.

Organisation:

6.      Timetable:

As per the Primary School Curriculum for Mathematics (1999) the following time is allotted to the teaching of Mathematics in our school.

Junior  and Senior Infants: 2hr 15mins (per week)

First to Sixth Class: 3hrs (per week)

If necessary, discretionary curriculum time will be used by teachers to give additional time for the teaching of mathematics, particularly in senior classes and in the multi-class setting.

7.      Homework:

• The amount and content of homework in mathematics will be assigned at the discretion of

each individual teacher in accordance with the school’s homework policy.

• Maths homework will only be assigned from Senior Infants to 6^th class.
• Maths homework should be differentiated, taking into account the range of abilities within the class. It is used to reinforce work already done in class.

8.      Copies and Layout of Work

8.1 Formation of Numerals

·         Methodologies used in the infant classes to teach number formation include; drawing in sand,drawing on sandpaper, creating numbers with play-dough, drawing rainbow numbers etc

·         Rhymes are use to help children remember how to form numbers correctly.

(Appendix 7)

8.2 Copies

·         Children are taught to write only one numeral in each square and this is continued up through all class levels.

·         Children are taught about importance of neat and organised work, especially in computation.

9.      Textbooks

• The use and choice of textbooks is decided upon collectively by staff. This is reviewed on a yearly basis.

Junior Infants – Maths Aid

Senior Infants – Action Maths

First – Sixth Class – Mathemagic

• Children in 3^rd  – 6^th classes do not write in their textbooks.

10.  Resources

• Each teacher will be given an updated list of Maths resources at the beginning of each year that will indicate the classroom in which each resource is to be kept when not in use.
• Maths resources will be distributed to classes according to the age appropriateness of each resource.

11.  Individual Teachers’ Planning and Reporting:

• This plan and the Curriculum documents for Mathematics will provide information and guidance to individual teachers for their long and short-term planning.
• A record of what has been taught can be found in each teacher’s Monthly Report.

12.  Staff Development:

• The Board of Management is aware of the importance of on-going staff development and will endeavor to provide support if requested.

13.  Parental Involvement – Home School Links:

·         Parents are encouraged to support and take an active role in the school’s programme. Individual Parent/Teacher meetings are held in Term 1 each year. Teachers and parents are afforded the opportunity to discuss each individual child’s progress in Maths and other subjects. Parents and teachers also have opportunities to make individual arrangements to discuss matters of relevance at other times throughout the school year.

The success of this plan will be assessed by using –

• The assessment tools in the Revised Curriculum documents.
• Feedback from pupils, parents, teachers and the wider community.
• Department of Education Inspector’s suggestions and/or reports.
• Feedback, if it arises, from second-level schools in our area.
• Future developments in mathematical thinking.

(a)   Roles and Responsibilities:

All staff members have a role and responsibility in the implementation of this plan in our school.

The distribution of this plan to all members of staff and the monitoring and updating of mathematical resources lies with the school’s co-ordinator of Whole School Planning.

(b)   Timeframe:

This school plan will be implemented as of and from September 2010.

The plan will be monitored by all members of staff under the guidance of the principal. The first formal review will take place in the school year of 2013/2014.

This plan was ratified by the Board of Management in _____________

Each teacher has received a copy and it is also available in the School Office.

Parents will be informed in the September 2010 newsletter that they can access the plan through the school’s website; http://www.acetns.ie.