Mathematics Philosophy Statement

Why do we teach mathematics?

Mathematics content is essential in children's everyday lives to live work
and become a knowledgeable and functional member of our society. Math
links to other areas of the curriculum such as science, technology and
social sciences. Mathematics teaches life skills, critical thinking and
problem-solving, which are essential skills for children to develop and
refine.
Mathematics prepares children with basic skills to be able to live such as
budgeting, paying bills, simply purchasing groceries or reading a recipe.
Everyone needs to be able to tell the time to be at work on time and catch
a bus, this basic skill taught in mathematics is an essential skill for all
people to learn and have.
Teaching mathematics to children helps them to develop the skills of
critical thinking, and communicating or explaining ideas. Doing a math
problem helps children practice the problem-solving steps that apply to
everyday situations. The children learn to define the problem, think of
ways to solve it, implement a solution, and evaluate the results. This is a
skill that everyone needs and is why mathematics is so important to be
taught to children. Teachers must show students that they value
understanding concepts rather than just getting the right answer (pp 286
STIEN). Math is more than getting an answer correct it is the process and
coming to an answer and being able to justify or explain it. Children also
become metacognitive by thinking about how they arrived at their answer
and justifying why they think their answer is correct.
Teaching mathematics also prepares children for potential career paths.
Mathematics skills are essential in possible future careers requiring
mathematics knowledge and thinking, such as engineer, biologists,
chemists, architects, nurses, doctors and many more.
In short we teach mathematics to create a future of critical thinkers who
can apply their new found knowledge to real life situations.
What are the characteristics of effective mathematics teaching?
High expectations creating safe/supportive learning environment math
creates a supportive learning environment as it is a tool for children to
care and share ideas. Children co construct in their groups and use this to
create new understanding. Through a safe learning environment with high
expectations children are aware of what they know and what they need to
know to understand maths. By ensuring safety, teachers make it easier
for all of their students to get involved pp 7 Anthony, G)
Feedback Needs to be authentic, appropriate, accurate and relevant.
Encouraging reflective thought and action having activities set it place
for extension or folding back. Encouraging kids to stop what theyre doing

and look at what theyve done encouraging them to reflect and knowing
why theyre doing this. Teach children to be able to explain how they got
and answer and justify why it is correct.
Enhancing the relevance of new learning its important for students to
know why they are learning in maths. They need to know not only what
they are leanring but how to use maths in the real world and why so that
they can develop positive attitudes towards maths.
Acknowledging prior knowledge is also important so we can effectively
teach to the needs and redirect any misconceptions so children can later
apply it to the real world contexts.
Facilitating shared learning - Children work collaboratively in ability (not
fixed) groups, to create new understanding that are otherwise outside of
their ZPD. Maths encourages this type of learning through active
participation, a sense of caring for each others success, inclusion, the fun
side of things (having activities that are enjoyable and challenging).
Making connections to prior learning and experience By assessing
students before, during and after learning we know where theyve been
and where theyre going. Know your learners and addressing their
misconceptions and needs is essential to teach mathematics. Teachers
cannot just base what they know on diagnostic assessment, constant
formative assessment is needed to follow and measure their learning to
show progression and identify gaps and next learning steps. Knowing what
drives children and using this in activities and lesson plans to support their
learning.
These are the characteristics that stand out for us as being of high
importance, but they would all fit in the mathematics framework and
should be taught alongside key ideas. Effective pedagogy should be
evident in lesson plans.
How can the mathematics programme be linked to the wider
community, including parents?
Other learning areas,
Helping with homework giving parents instruction the tools to help and
support student learning
Reports Tell them where theyre at and where their next learning steps,
not in teacher talk.
Interviews/Goal setting interviews showing parents where theyre at and
how to move to the next step.
Implementing real life situations into your mathematics programme
Giving learning a context by getting out of the classroom and into the
community.

A descriptive statement, suitable for parent audience, which

outlines the key characteristics of your mathematics programme.
The children participate in maths every day. The numeracy project focuses
on number knowledge and practical activities. The numeracy projects
philosophy is that if a child has an excellent grasp of number concepts
then other mathematical concepts should become easier to grasp. The
children are engaged in interesting and challenging activities in which they
work both individually and cooperatively. It is important that the children
can explain what they did and why and how they did it. There is always
more than one possible strategy to calculate an answer. The children will
also work their way through the number knowledge programme, and will
bring home flashcards to practice.
In conclusion our philosophy is to create a positive and safe learning
environment that fosters growth while recognizing childrens own cultural
wealth. As teachers we are there to assist, extend and support. It is our
aim to always put our best foot forward and teach what needs to be taught
not just what ought to be taught. When children learn math they need to
be involved in the learning process not watching it happen around them
and it is our job to make that happen.