Our aim is to inspire a generation of mathematical thinkers who are confident, resilient, fluent and investigative!
At De Havilland we adopt a concrete, pictorial and abstract (CPA) approach to the teaching and learning of mathematics across our school. We strongly believe this helps our children use knowledge appropriately, fluently and creatively in new and unfamiliar situations.
Concrete is the ‘doing’ stage. Our children use concrete (physical) objects to model problems. For example, if a problem involves adding pieces of fruit, children can first handle actual fruit. They can then progress to handling counters, cubes or other concrete objects to represent the fruit.
Pictorial is the ‘seeing’ stage. Our children see visual representations of objects used to model problems. We encourage our children to make mental connections between physical objects and pictures, diagrams or models.
Abstract is the ‘symbolic’ stage. Children will progress to this stage when they have demonstrated that they have a sound understanding of the concrete and pictorial stages. Our children also use mathematical symbols to model problems and are introduced to many symbols including +, -, x , ¸ and =.
We encourage our children to be truly exploratory in their approach to mathematics always utilising what they already know.We challenge the depth of their understanding through questioning ‘What’s the same?’ ‘What’s different?’ and ‘What do you notice?’ ensuring that not just the ‘What?’ and ‘How?’ are understood but also the ‘Why?’ This approach entitles them to a greater understanding and depth of maths learning, which is underpinned by pragmatic, real-world maths application.
Have you ever wondered, “What can I do at home to help my child with maths?” If so, here are a few starting points that you might like to consider.
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