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Introduction should include a general
comment with regard to the approach to the teaching of Maths that you are going
to adopt. e.g. The Mathematics curriculum provides opportunities for the child
to explore the nature of maths as well as to acquire the knowledge, concepts and
skills required for everyday living and for use in other subject areas. The
curriculum comprises the following strands – number, shape and space,
measures, data and for the senior pupils, algebra. These strands although
presented in separate sections are not isolated areas, They are seen as
inter-related areas and will be taught accordingly.
Pupils in this class show a wide range
of ability and provision will be made for individual differences throughout the
teaching of the programme. Continuous assessment (formal and informal) will
focus on the identification of pupils’ existing knowledge.
My role will be to guide pupils to
construct meaning, to develop mathematical structures for solving problems and
to develop self-motivation in mathematical activity. The pupils will be given
structured opportunities to engage in exploratory activity and they will not be
pushed to achieve premature mechanical mastery of computational facts and
procedures.
An important aim of the mathematics
programme is to enable the pupils to use mathematical language effectively. This
includes the ability to listen, question, discuss, read and record. A list of
the mathematical terms and language to be taught is included at a later stage of
this scheme.
Mathematical development requires a
substantial amount of practical experience to establish, to reinforce concepts
and to develop a facility for their every day use. The experience of
manipulating and using objects and equipment is an essential element of the
programme.
An emphasis will be placed on mental
calculation, estimation and problem
solving skills. Problem solving provides a context in which skills and concepts
can be learned. The solving of problems based on the environment of the children
is an important element of this programme.
The aims of the programme are to:
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Develop a positive attitude towards
maths and an appreciation of its practical use
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Enable children to use mathematical
language effectively and accurately
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Enable children to acquire an
understanding of mathematical concepts and processesEnable children to acquire
proficiency in fundamental mathematical skills and to recall basic number facts
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Develop problem solving abilities and a
facility for the application of maths to every day life
Broad Objectives
- Apply mathematical concepts and process
in a variety of contexts
- Communicate and express mathematical
ideas, processes and results in oral and written form
- Implement suitable standard and non-standard procedures
- Recall and understand mathematical terminology, facts,
definitions and formulae
- Understand, develop and apply place value
- Understand and use the properties of number
- Understand the nature of the four operations and apply
them
- Approximate, estimate, calculate mentally and recall
basic number facts
- Understand the links between fractions, percentages and
decimals
- Identify positive and negative integers on the number
line
- Translate verbal problems into algebraic expressions
- Solve simple linear equations
- Acquire an understanding of properties and rules
concerning algebraic expressions
- Use acquired concepts, skills and processes in
problem-solving
- Develop a sense of spatial awareness
- Investigate, recognise, classify and describe she
properties of lines, angles, 2D
and 3D shapes
- Draw, construct and manipulate 2S and 3D shapes
- Know, select and use appropriate instruments of
measurement
- Estimate, measure and calculate length, area, weight,
capacity and average speed using non-standard and standard appropriate
metric units
- Estimate, measure and calculate angles, time, money and
scale
- Recognise and appreciate measures in everyday use
- Collect, classify, organise and represent data using
concrete materials and diagrammatic, graphical and pictorial representation
- Read, interpret and analyse tables, diagrams, bar
charts, pictograms, line charts and bar graphs
- Estimate and calculate using examples of chance
- Use
acquired concepts, skills and process in problem-solving
Additional Notes
| 1. |
Introduction should include
a comment on the results of the Objective Tests. (Second to Sixth Class).
Were there general areas in which the children were weak. What amount of
specific remediation is required? Which children were very weak? |
| 2. |
Write out names of text book
and ancillary texts |
| 3. |
Write out objectives in the
order in which you intend to teach them. |
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N.B. There
is no necessity to follow the order of the book. Ensure that the children
encounter a blend of computational and practical work. |
| 4. |
Write a note on each
objective, and give an example : the pupil can subtract numbers of not
more than 2 digits where renaming is necessary – |
| 5 |
Write out the list of aids,
resources and work cards which are necessary to teach the programme. |
| 6. |
Write out the system of
recording which you intend to use. The most efficient method is the
copybook method.
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If you use objectives to
test mastery, 2 out of 3 correct means that the pupil has attained this
objective. |
| 7. |
Write out the system of
testing which you intend to use. How often? |
| 8. |
End of year test is a
minimal competency test. If teachers wish, they may examine other elements
of the programme. |
| 9. |
Suggested Allocation of Time
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Oral
Instruction |
Activities |
Written Work |
| Infants |
45% |
45% |
10% |
| First and Second |
40% |
30% |
30% |
| Third and Fourth |
35% |
30% |
35% |
| Fifth and Sixth |
35% |
20% |
45% |
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| 10. |
Problem Areas:
Second Class: Subtraction with renaming
Fourth Class: Long multiplication
Middle and Senior Classes: Problem solving
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| 11. |
Policy matters
- Place an emphasis on oral work
- Use immediate environment to teach mathematics
- Use practical apparatus to teach place value
- Place value should receive emphasis in all standards
- Teach a blend of computation and practical maths. Do not
leave measurement etc until the last month of the school year
- The memorisation of addition tables should be taught in
First Class
- The memorisation of multiplication tables should be taught
in Third Class
- Other matters regarding methodology should be checked out
with Mr Sean Byrne, the post holder with responsibility for Mathematics
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