At Rosetta we use the Singapore approach to teaching maths based on international research which uses Bruner’s concrete-pictorial-abstract method enabling our children to truly understand why different methods of calculation work. With the emphasis on teaching our children to solve problems and build up their repertoire of mental calculation strategies, mathematical fluency and reasoning, it provides our children with the opportunity to contextualise their maths and apply their learning to the practicalities of the world around them.
Singapore Maths and why we do it.
Singapore Maths is the approach we have adopted at Rosetta; it is based on research and evidence and has changed the way we delivered teaching. Instead of learning discrete mathematical facts of by heart, the children are taught to develop fluency based on concepts derived from Bruner’s Concrete Pictorial Abstract (CPA) approach. Children have the benefit of understanding why formulas work, instead of just applying them. This leads to a deeper form of learning and longevity in retaining this knowledge. We always try to contextualise Maths, so that the children understand the links between the mathematics that they learn in school and how to use Maths in real life. We try to show that mathematics is not an isolated subject, by linking learning to the practical matters of the real world around them.
Sequence of our Mathematics lessons
The CPA approach mentioned earlier follows the understanding that children learn best first using concrete or real objects; following this they can apply that learning using imagery or pictorally; finally they will be able to apply their learning to more abstract representations: written calculations in Maths. Our lessons generally follow this methodology:
Anchor Task: Children will be presented with a problem which they need to solve in mixed ability groups. During this part of the lesson, the Teacher will provide the children with a range of suitable manipulatives (resources such as cubes, counters or number cards); teachers also ask well thought-out questions, which enable the children to think deeply about their learning. The children are likely to experience moments of struggle during this part of the lesson, but this is necessary in order for them to develop their problem solving skills.
Let’s Learn: During this part of the lesson, the children have the opportunity to share their methods, which are then shared with the class. The teacher will use the textbook at this point to share multiple methods to solve the problem. More often than not, the methods in the textbook match the methods the children themselves have come up with!
Journalling: Children will have the opportunity to solve a problem similar to the Anchor Task independently. This part of the lesson is very important in that it allows the children to present their work creatively in a way that is meaningful to them. It also allows the teacher to see which of the children have understood the concept.
Guided Practice: The teacher works with the class through a series of related questions designed to help the children develop their ability to identify patterns and use these to make links in their learning.
Independent Practice: Once the teacher is satisfied that the children have all accessed the learning, they have the opportunity to complete a workbook activity where they can demonstrate their learning.
The rapid recall of times tables up to 12 is vital in developing fluency in Mathematics as a result they are explicitly taught, with a focus on understanding the patterns within times tables.
These awards are available to children who have shown an exceptional amount of effort in their Maths learning. They can be awarded for a range of reasons from learning times tables to or showing resilience. Children work incredibly hard to be chosen to receive one of these wonderful prizes! They receive a trophy in Good Work Assembly and it is a truly proud moment. Please help to support your child by helping them to learn their times tables and number bonds and to become the Top Mathematician!
For the first time, we entered a team of Year 4 and 5 children into the Mayors Count on Us Primary Challenge; the children did exceptionally well to reach the finals! We will certainly be entering the competition again next year, as well as others; it would be great to have all of the children working hard to be a part of the next winning team! Of course, we will be looking to enter other competitions if available because competing against peers is a wonderful way to develop our pupils love of mathematics.
Count on Us Primary Challenge Finalists!
Key Stage 2 Bitesize Maths - This website is great for helping your child in Years 3, 4, 5 and 6 practise Mathematics at home and the pages and games follow the work that we do in school.
Key Stage 1 Bitesize Maths - This website is great for helping your child in Years 1 or 2 practise Mathematics at home and the pages and games follow the work that we do in school.
Maths No Problem - This website will provide more information about how we facilitate Maths in our school.
Maths Chase - This website provides a simple way for children to learn their times tables.
For more information on anything you have read, please ask Mrs Prempeh or Mr Singh, our Mathematics Subject Leaders, in school.