Sentences with phrase «pupils mathematical understanding»

Not exact matches

Notes and guidance (non-statutory) Pupils should be introduced to the use of symbols and letters to represent variables and unknowns in mathematical situations that they already understand, such as: • missing numbers, lengths, coordinates and angles • formulae in mathematics and science • equivalent expressions (for example, a + b = b + a) • generalisations of number patterns • number puzzles (for example, what two numbers can add up to).

Pupils should be introduced to the use of symbols and letters to represent variables and unknowns in mathematical situations that they already understand.

Also published today are the results of Mathematics Mastery, a whole - school approach which aims to deepen pupils» conceptual understanding of key mathematical ideas.

This is tackled in Recommendation 4 (Ensure that pupils develop fluent recall of facts, Teach pupils to understand procedures, and Teach pupils to consciously choose between mathematical strategies).

Coherence refers to connecting new mathematical ideas to ideas that pupils have already understood.

Representation and structure emphasises how representations should be used to expose mathematical structure and develop independent understanding, which is the focus of Recommendation 2 (Use manipulatives and representations) and Recommendation 4 (Teach pupils to recognize and use mathematical structure).

Teaching maths for mastery involves employing approaches that help pupils to develop a deep and secure knowledge and understanding of mathematics at each stage of their learning, so that by the end of every school year or Key Stage, pupils will have acquired mastery of the mathematical facts and concepts they've been exposed to, equipping them to move on confidently and securely to more advanced material.