Mathematics

At St Bernard’s we believe that students learn best when provided with relevant and contextualised inquiry learning experiences that support mathematics as integral to their everyday lives. This learning begins with the investigation of their world and is developed through explicit and purposeful teaching that is student focused. We believe that students learn best through hands-on, real life problem solving, supported by the development of increasingly sophisticated skills, language and understanding of number and algebra, measurement and geometry, and statistics and probability concepts. We believe that students engage in Mathematics at St Bernard’s to develop the ability to apply numeracy skills to all aspects of their lives.                                            

Effective teachers of Mathematics;

  • Use relevant and interesting subject matter
  • Maintain high level of student engagement
  • Use effective questioning to encourage children to reflect
  • Assist students to make complete sense of the subject matter (Weiss & Pasley, 2004).
  • Provide systematic instruction in ways children master arithmetic skills and problem solving strategies
  • Make learning Interactive – encourage student participation, including peer tutoring, critical thinking and reflection at all points in the lesson
  • Support the belief that students spend more time on devising and proving their strategies and less time on routine procedures (Stigler & Hiebert, 1997).

Staff are directed to the NSW Mathematics Syllabus for the Australian Curriculum to plan effective teaching and learning activities that cater for all needs and capabilities. We refer to the Learning Progressions in Mathematics to support students on the continuum of their learning. An Inquiry-Based approach assists in the planning and implementation of rich, engaging, differentiated learning experiences which cater for all learners in Mathematics that provides students with differentiated entry and exit points. All student progress is tracked using moderation assessment tasks to inform teaching and learning.