Our Learning

Maths at d'Auvergne

At d’Auvergne we use the Maths No Problem framework building upon the philosophy and approach of Singapore Mathematics pedagogy. We believe every child can master an understanding and love of maths with the right kind of teaching and support. When taught to master maths, children develop their mathematical fluency without resorting to rote learning and can solve non-routine maths problems without having to memorise procedures. Here are some of the main principles:

Whole class moves through content at the same pace

When teaching maths for mastery, the whole class moves through topics at broadly the same pace. Each topic is studied in depth and the teacher does not move to the next stage until all children demonstrate that they have a secure understanding of mathematical concepts.

Time to think deeply about the maths

Students are given time to think deeply about the maths and really understand concepts at a relational level rather than as a set of rules or procedures. This slower pace leads to greater progress because it ensures that students are secure in their understanding and teachers don’t need to revisit topics once they’ve been covered in depth.

Builds self-confidence in learners

In a traditional school lesson, children are put in different groups and given different content based on their anticipated ‘ability’. This means that from an early age children are classed as those who can and can’t “do maths”. Teaching maths for mastery is different because it offers all pupils access to the full maths curriculum. This inclusive approach, and its emphasis on promoting multiple methods of solving a problem, builds self-confidence and resilience in pupils.

Differentiates through depth rather than acceleration

Though the whole class goes through the same content at the same pace, there is still plenty of opportunity for differentiation. Unlike the old model, where advanced learners are accelerated through new content, those pupils who grasp concepts quickly are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on.


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