Maths at Hatfield Peverel Infant School
Our Intent Statement
At Hatfield Peverel Infant School, we are committed to developing children into mathematical thinkers who demonstrate independence and high levels of curiosity.
We deliver a curriculum which enables all pupils to become fluent in the fundamentals of mathematics through frequent, varied and practical activities.
New concepts are introduced using the
CPA (concrete, pictorial, abstract) approach.
Pupils explore concepts in depth, using
mathematical vocabulary to reason and explain their workings
This approach and model of learning, provides pupils with clear strategies to aid their understanding and supports them with making connections between different representations.
What is the CPA (concrete, pictorial, abstract) approach?
The CPA method involves using actual objects for children to add, subtract, multiply or divide. They then progress to using pictorial representations of the object, and ultimately, abstract symbols.
Concrete is the ‘doing’ stage, using concrete objects
to solve problems. It brings concepts to life by allowing children to handle
physical objects themselves. Every new abstract concept is learned first with a
‘concrete’ or physical experience.
This is where children may use representations such as ten-frames and part-whole models.
Pictorial is the ‘seeing’ stage, using representations of the objects involved in maths problems. This stage encourages children to make a mental connection between the physical object and abstract levels of understanding, by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem.
Abstract is the ‘symbolic’ stage, where children are able to use abstract symbols to model and solve maths problems.
For example: 5 + 1 = 6
White Rose Scheme
At Hatfield Peverel Infant School, we follow the White Rose scheme for mathematics. This is a popular scheme which is used by many schools.
The scheme embraces the aims of the National Curriculum, and provides guidance to help pupils become:
Visualisers – the CPA approach helps pupils understand mathematics and to make connections between different representations.
Describers – we place great emphasis on mathematical language and questioning so pupils can discuss the mathematics they are doing, and so support them to take ideas further.
Experimenters – as well as being fluent mathematicians, we want pupils to love and learn more about mathematics.
For information on some of the teaching methods we use, please visit the link below.