Mathematics Policy

Rationale
We believe the Essendon Primary School Mathematics program should develop the competence, confidence, and interest needed to become lifelong learners of mathematics. The Mathematics Program should cater for all students regardless of ability or cultural differences and should communicate logical ideas that make good sense out of any investigation. We aim to promote the use of mathematical techniques in daily life situations.

We recognise and value the importance of a positive and supportive home/school relationship where the school community works towards a shared mathematical vision for our students. Essendon Primary School nurtures students as learners who use mathematics with purpose and enjoyment.

Goals
It is the goal of the Mathematics Program to provide the opportunity for all students to attain the outcomes for Level 4 or above Victorian Essential Learning Standards (VELS) at the completion of seven years education at Essendon Primary School.

Through learning mathematics in school, students will work towards the following goals:

• acquire mathematical skills and knowledge so they can deal confidently and competently with daily life.
• develop knowledge and skills in using mathematics for employment, further study and interest.
• be able to interpret and communicate quantitative and logical ideas accurately.
• recognise the fundamental importance of mathematics to the functioning of society.
• understand and appreciate the nature of mathematical thinking, the processes by which mathematics changes and its cultural role.
• understand the dynamic role of mathematics in social and technological change.
• use technology appropriately and effectively to support the learning of mathematics, and in carrying out mathematical activities in context.
• Develop a range  of problem solving strategies.

Implementation
The following statements provide guidance for our curriculum planning and program development:
Mathematics Co-ordinator, Early Numeracy co-ordinator and Committee will be appointed each year to oversee the implementation of the Mathematics Policy and Program.
These documents will form the basis of planning for the program:

• Mathematics Victorian Essential Learning Standards (VELS).
• Curriculum@Work
• Supplementary material e.g. Signposts, Maths Plus, MacMillan, Eureka, Rigby.
• Early Numeracy documents.
• Teachers will plan, teach and assess using procedures and strategies from the Early Years Numeracy Program
  (P - 4) and the developing Middle Years Program (5 - 6).

The components of the numeracy program will be:

• A daily structured classroom program.
• Additional assistance for students in need.
• Parental participation.
• The daily classroom program should include a one hour numeracy block.
• Concrete materials and hands-on activities will form an integral part of the classroom mathematics program.
• Problem solving will develop skills in reasoning and strategies.
• The mathematics store-room will be used as a resource to provide materials for the classroom programs.
• Teachers will participate in on-going professional development in Early Years Numeracy and Middle Years Numeracy.
• The Early Years Numeracy Co-ordinator will run a 'Classroom Helpers' program each year to assist parents working in classrooms.
• Early Years Numeracy interview.
• Common Assessment Tasks.
• Anecdotal records, samples of work and checklists of VELS outcomes to monitor progress and record skills.
• AIM (Achievement Improvement Monitor).
• Observation of pupil attitudes, competencies, application of knowledge and explanation of tasks.
• Regular meetings of maths curriculum committee.

This policy will be reviewed in 2010