Mathematics
Teach maths through explicit, step-by-step instruction and hands-on tools like manipulatives and visuals. Break problems into manageable parts, reinforce number sense, and use real-world examples. Peer collaboration and targeted practice build skills and reduce anxiety, ensuring all learners access the curriculum effectively.
| Short code | Description |
|---|---|
| Number sense | An understanding of numbers, their magnitude, relationships, and how they are affected by operations. Includes the ability to estimate, subitise, and compare quantities. |
| Counting principles | Understanding how to count accurately, including stable order, one-to-one correspondence, cardinality, and order irrelevance. |
| Symbolic number knowledge | Recognising and understanding the meaning of numerals and number words (e.g., knowing that “5” represents five objects). |
| Arithmetic fluency | The ability to carry out basic calculations (addition, subtraction, multiplication, division) quickly and accurately. |
| Measurement | Understanding units of measurement, converting between units, and applying measurement in practical situations. |
| Calculation strategies | Applying appropriate strategies (e.g., counting on, using known facts, breaking numbers apart) to solve arithmetic problems. |
| Place value understanding | Recognising the value of digits depending on their position in a number (e.g., understanding that the 3 in 34 represents 30). |
| Mathematical reasoning | The ability to explain and justify mathematical thinking, make inferences, and evaluate the validity of arguments or solutions. |
| Problem solving | Applying mathematical knowledge to unfamiliar situations, selecting relevant information, and using strategies to find solutions. |
| Spatial reasoning | Understanding shapes, positions, directions, and spatial relationships; essential for geometry and visualising mathematical concepts. |
| Working memory 3 | Holding and manipulating information while performing calculations or following multi-step problem-solving tasks. |
| Visual processing 2 | Interpreting visual information such as symbols, shapes, or number patterns, often involved in understanding graphs or diagrams. |
| Motivation/Engagement 2 | Interest, confidence, and persistence in learning mathematics, which influence the development and application of skills over time. |