The Cranbourne Primary School Mathematics Program is based on the Victorian Essential Learning Standards (VELS) Domain of Mathematics. It incorporates the Dimensions of Number, Space, Measurement/Chance and Data, Working Mathematically and Structure. The Structure dimension begins in Level 3. The other dimensions begin at Level 1.
The Mathematics Program incorporates the teaching philosophies from the Early Numeracy and Middle Years programs. Leading edge teaching strategies, such as open-ended questioning are also essential components of the Mathematics Program.
Goals for essential learning in school mathematics are for children to:
- demonstrate useful mathematical and numeracy skills for successful general employment and functioning in society
- solve practical problems with mathematics, especially industry and work-based problems
- see mathematical connections and be able to apply mathematical concepts, skills and processes in posing and solving mathematical problems
- be confident in one's personal knowledge of mathematics, to feel able both to apply it, and to acquire new knowledge and skills when needed
- be empowered through knowledge of mathematics as a numerate citizen, able to apply this knowledge critically in societal and political contexts
- develop understanding of the role of mathematics in life, society and work; the role of mathematics in history; and mathematics as a discipline – its big ideas, history, aesthetics and philosophy.
- foster in students a positive attitude in mathematics where they can develop confidence, enjoyment of mathematics and a sense of achievement.
•Planning of classroom activities is based on the Standards of each Mathematical Dimension from the Victorian Essential Learning Standards (VELS) and incorporates the philosophies of Early Numeracy and Middle Years Numeracy.
•Programs should be designed so that children spend a minimum of 5 hours per week on Mathematics.
•Children engage in activities which develop:
- knowledge of number, space, measurement/chance and data, mathematical structure and working mathematically
- knowledge of facts and technical skills
- depth of conceptual understandings
- ability to communicate using clear and precise mathematical language
- ability to solve problems systematically
- ability to apply what has been learned to real problems
- ability to conduct investigations using mathematics
- logical reasoning and a conception of the nature of proof
- skills with using mathematical tools, such as calculators and computers.
•Approaches to learning and teaching:
- incorporate best practice from Early Years and Middle Years programs
- employ leading edge teaching practices, such as open-ended questioning and multiple intelligences
- are based on concrete experience and manipulation of concrete materials.
- are linked to everyday experiences, solving problems and using the mathematics learned.
- recognise that mathematics can be abstract. Children will learn to apply general concepts and algorithms.
- cater for children at their point of need and preferred learning style.
- employ a variety of classroom structures, including group work, peer tutoring and independent work.
- allow time for growth and promote the belief that all children can achieve success.