Mathematics and Problem Solving

Mathematics and Problem Solving

At The Redway School Mathematics and Problem-Solving form part of our Cognition and Learning curriculum. Mathematics are an essential part of the pupils learning as they provide all pupils with powerful ways of exploring, investigating and understanding the world around them (Learning to earn). How mathematics is taught depends on the individual. At the Redway we recognise that we have pupils who are ready to work within subject specific learning as well as non-subject specific (discrete maths) and some who are transitioning between the two. Our curriculum is split into three strands; pre-formal (non subject specific), semi formal and formal (subject specific; National Curriculum).  Mathematics is relevant across the three strands, for example, as part of spatial awareness pupils could be learning to recognise themselves within space (proprioception) and developing body awareness, or learning to orientate their  body towards an external stimuli, navigating themselves to a familiar room, or using directional language to navigate others to an location. 

 

Out curriculum aims to develop pupils natural urge to explore, investigate and discover through a learning environment which is stimulating, motivating and one that challenges without deterring; just the right amount if challenge. Through a range of carefully planned and sequenced sessions, that ensure pupils have access to a broad range of experiences, pupils are developing knowledge that is preparing them for life after school. 

To continue to develop pupils’ ability to communicate their knowledge using appropriate mathematical vocabulary and problem-solving skills

Why we teach Mathematics (Intent)

Teaching mathematic skills develops:

  • An understanding of physical senses (space, sense of self, manipulating, 
  • knowing where things start and end)
  • Sequencing and routines.
  • Cause and effect understanding (see cause and effect field table)
  • An understanding of quantities leading to an awareness number.
  • Visual and auditory skills leading to tracking, locating, mapping and object permanence. 
  • Logic, independence and decision-making skills.
  • An understanding of representations (that symbols have meaning).
  • Measure skills including; weight, size, quantities, time, value, volume, speed.
  • Money (see financial field).
  • Problem solving and independent thinking skills.
  • Number Sense (recognising changes in environment, remembering previous events, extracting information from observation, categorising items to make comparisons.) 
  • Schemas that relate to practical life skills. 
  • Body awareness
  • Essential life skills embedded in all areas of the curriculum. 

We teach mathematics and problem solving through all learning situations that the pupils encounter during the day such as; snack time, use of now and next boards, and routines.  This also includes our frequent outings in the local community. Local shops and supermarkets provide chances to explore money, understand the concept of buying items and develop life and money skills. Those pupils who require a more structured approach, take part in TEACCH tasks, individual set activities and group sessions which allow them to access mathematics and problem solving in a way that is appropriate for their learning style.

 

 

 

 

 

 

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