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Mathematics Policy
Introductory Statement:
This Mathematics Policy was drawn up in collaboration with staff members during the 2008/2009 academic year and was revised in October 2014. In accordance with the SSE process, the Board of Management has decided to update the plan this present school year.
Rationale:
The purpose of this plan is to conform to the principles outlined in the Revised Curriculum. We plan to outline the strands as they apply to each year group (Appendix 1) and how best to implement them. Vision Statement: Our school cherishes all pupils equally and seeks to aid them in achieving their true potential. We seek to make the various strands of Maths applicable to each child’s stage of development in as far as is practical within the classroom setting. As in all areas of the curriculum we aim to develop in each child a confidence and acceptance of their varying degrees in ability and stages of ability. We endorse the aims and objectives of the Revised Curriculum for Mathematics.
Objectives
1. Each class teacher will familiarise themselves with the objectives for their own class level
2. Each teacher will bear in mind that in planning, a balance between the strands should be kept throughout the year.
Individual Planning
Scéim Bliana
1. Will be kept class appropriate with collaboration and overview by the Principal
2. Will be kept by individual teachers on file in each classroom
Short Term Plans Weekly or fortnightly plans will be made by each teacher according to their own preference
Cúntas Míosúil All topics that are covered will be recorded in Cúntais Miosúil using the standard school template
Approaches & Methodologies:
The approaches and methodologies used by teachers in their teacher and learning may include one of more of the following:
• Active learning
• Guided discovery
• Talk and discussion
• Problem solving
• Collaborative learning
• Using the environment
• Skills through content
• Use of ICT
• Learning through play
• Direct teaching
• Concrete materials
• Modelling (skills, strategies and language)
• Oral approach to mental maths
• Estimation strategies
• Use of calculators
Timetabling:
According to the Teacher Guidelines, Junior and Senior Infants classes will spend a minimum of 3hours engaged in Mathematical activities every week, while children from 1st – 6th class will spend 4 hours. Integration will be encouraged in order to maximise the amount of time the children spend exposed to Mathematics.
Parents:
1. Methodologies and the language of Maths will be explained to parents at parent-
2. Maths homework will be set as a consolidating activity, inviting feedback from parents.
3. The use of calculators in senior classes (4th, 5th and 6th) will be explained.
4. Parents can access extra information on our school Website:
www.ballyhoguens@scoilnet.ie
Assessment:
Assessment will be carried out on a class by class basis by individual teachers. The approaches used may include:
• Teacher observation
• Teacher designed tasks and tests
• Work samples, portfolios and projects
• Curriculum profile
• Pupil profiles
Every year, all of the children in the school from 1st to 6th class will complete standardised tests (SIGMA-
Meeting Different Abilities:
A balanced mathematics programme will cover concepts, skills and problem solving and should consider the child’s strengths and weaknesses. The introduction and development of each topic will be structured in a graded and sequential way to allow for the individual child to develop and participate at their own level and pace.
Where a child demonstrates a particular difficulty, either with a topic, strand or overall, the class teacher will provide extra support and assistance to the child. If the child continues to experience difficulty, the class teacher will involve the learning support teacher assigned to their class. Should it be decided that withdrawal is required, parents will be consulted and an Individual Profile and Learning Plan (IPLP) will be drawn up for the child.
Where a child demonstrates a particular strength, the class teacher will endeavour to provide extra work for the child and to enable them to reach their full potential. The learning support teacher may be involved in order to support the child’s learning. We will provide support for all children who achieved at or below the fifteenth percentile in the SIGMA-
• Individual Profile and Learning Plan
• Diagnostic Testing results
• Permission slips to attend learning support sessions
Skills:
The following skills will be borne in mind by individual teachers in relation to each strand (listed in Appendix 1):
• Applying and Problem Solving
• Communicating and Expressing
• Integrating and Connecting
• Reasoning
• Implementing
• Understanding and Recalling
• Estimating
Resources:
Each teacher is assigned their own set of mathematical resources in September. Other resources are stored centrally and are available to all teachers. It is encouraged that all children are given access to a range of mathematical resources for manipulation during discrete lessons and also during free time. Every June, classroom resources are collected up and teachers will be asked to compile a list of resources that need to be replaced and extra resources they believe should be assigned to their particular class level.
Use of the Environment as a Learning Resource:
The staff is aware of the value of using the local environment as a learning resource. The classroom, general school building, school grounds, local areas and home will all be used as a learning resource.
Linkage/Integration:
The spiral nature of the curriculum encourages the linkage of strands and overall integration with other subject areas.
Homework:
Homework will be set in a class appropriate way and will be prepared previously at school, consistent with our school’s Homework Policy. Parental support and involvement will be encouraged. The emphasis will be on the child seeking to do the task or find a solution, rather than producing the correct answer.
Number Facts:
Number facts will be taught as follows:
Class Introduction to Revision of
Junior Infants Addition
Senior Infants Addition
1st Class Subtraction Addition
2nd Class Addition & Subtraction
3rd Class Multiplication & Division Addition & Subtraction
4th Class Multiplication & Division
Addition & Subtraction
5th Class Multiplication & Division
Addition & Subtraction
6th Class Multiplication & Division
Addition & Subtraction
Success Criteria:
The success of this plan will be measured using the following criteria:
• Ongoing assessment, formal and informal, will show that pupils are acquiring an understanding of mathematical concepts and a proficiency in maths skills appropriate to their age and ability.
• Implementation of the school plan will be evident in teachers’ preparation and monthly reports.
• Results of Standardised Tests will be analysed every year to ensure that the teaching and learning of Mathematics improves
• Inspector’s Suggestions and Reports will be taken into consideration
• Feedback from parents, pupils and the wider school community will advise the revision of this plan
Roles and Responsibilities:
The Principal holds ultimate responsibility for the teaching and learning of Mathematics. The plan will be monitored and evaluated on an ongoing basis by all staff, both informally and in a formal way at staff meetings at least once every year.
Timeframe for Implementation:
The policy is currently being implemented as documented. This document is seen as a working document. It will be reviewed in January 2016.
This Mathematical Language Policy was drawn up by the Staff in January 2015. The team consulted the Primary School Curriculum: Mathematics in drawing up this policy. It was ratified by the Board of Management of the School in February 2015.
This policy has been designed to supplement the Mathematics Policy that was ratified by the Board of Management during the 2008/2009 academic year. The layout of this policy clearly illustrates what terms and phrases each child should experience at the different levels of their education in Scoil Mhuire N. S. In order to assist teachers in ensuring that this policy is implemented in full, we have presented the language under the appropriate strands and strand units.
Teachers have been furnished with a copy of this policy for inclusion in their Plean Scoile. Each teacher is encouraged to consult this policy when preparing their yearly/termly schemes. It is hoped that this Mathematical Language will act as a reminder for teachers to ensure the children in their class have been exposed to the appropriate mathematical language for their year group. This will inform teachers’ planning for the final two months of the academic year in order to ensure that the children have acquired the appropriate Mathematical vocabulary.
Signed: ________________________________________ Date:
Fr. Robert Mc Guire
Chairperson of the Board of Management
________________________________________ Date:
Roisín Dawson
Principal
SCOIL MHUIRE
Appendix 2: Textbooks in Use
Junior Infants Mathemagic – Senior Infants Single Volume
Ready Set Go Maths
Mata sa Rang -
Senior Infants Mathemagic – Senior Infants Single Volume
Ready Set Go Maths
Mata sa Rang -
First Class Mathemagic Book 1
Table Toppers
Second Class Mathemagic Book 2
Table Toppers
Third Class Planet Maths 3rd Class
Satellite Activity Book
Tables Champion
Fourth Class Planet Maths 4th Class
Satellite Activity Book
Tables Champion
Fifth Class Planet Maths 5th Class
Satellite Activity Book
Tables Champion
Sixth Class Planet Maths 6th Class
Satellite Activity Book
Tables Champion