Maths

 

As with English, our Strategic Plan also clearly identifies the importance of, and our commitment to, developing and continually improving the Mathematical understandings and skills of all our students. Mathematics is organised in five areas which are often linked during instructional delivery:
· Number - focuses on developing students’ understanding of counting, magnitude and order.
· Space - focuses on developing students’ understanding of shape and location.
· Measurement, chance and data - focuses on developing students’ understanding of unit, measure and error, chance and likelihood and inference
· Structure - focuses on developing students’ understanding of set, logic, function and algebra
· Working mathematically - focuses on developing students’ sense of mathematical inquiry; problem solving and investigation

Years Prep to 4 – Laying the foundations
During these years students develop fundamental knowledge of number, space, measurement and the foundations of the development and use of mathematical processes.
Early in this stage, mathematical activities centre on play and the manipulation of physical objects in settings that support engagement and behavioural and social development. Students are encouraged to describe and discuss their immediate environment and daily activities using the terms and constructs of elementary mathematics. By sharing and interacting with others, students’ existing knowledge and concepts are further developed.
Early in this stage, students sort, count and compare concrete objects, and draw, arrange and manipulate simple shapes and objects. They use and describe basic measurement concepts related to themselves or familiar objects.
Later in this stage, students begin to recognise the structure of number and develop understanding of number as an object in its own right, and extend their number knowledge and representation of mathematical processes beyond their immediate environment. They can recognise and work with simple patterns in number and space and recognise the use of mathematics in daily life.

Years 5 to 6 – Building breadth and depth
During this stage, students begin to develop many of the abstract and conceptual understandings of mathematics required for later success. Students become increasingly complex thinkers and begin to apply logical reasoning and related mathematical processes to both concrete and abstract ideas. However, the rate of cognitive, emotional and behavioural development that enables students to begin working with abstract ideas varies significantly between students and is dependent on both environmental and social factors. It remains important that students can recognise and appreciate contextual and personally relevant applications of the mathematics being studied.
With an increasingly outward focus on mathematical work, students develop greater sophistication in the use of mathematical language.
Mathletics – Students on our school use Mathletics which is a computer based mathematics program for home and school use.
Hints to help your child with maths:

  • Discuss the maths involved in your everyday life. For example:
  • numbers on road signs
  • money
  • telling the time
  • estimating time, distance or amount
  • shopping, cooking
  • play games, card games, board games, Bingo
  • Roll 2 dice and see how quickly you can identify the total
  • Recite numbers in any counting pattern and deliberately miss a number – can your child identify which number was missed?