Frosses National School

Target(s)

To develop a whole-school approach to the use of mathematical language
To create a culture and practice of mathematical problem solving in our school
To enable the pupils to develop a positive attitude towards maths, to develop the pupils logic and higher-order thinking skills and to enable the pupils to apply maths to everyday life

Baseline data/evidence

Questionnaire administered to pupils and parents from 1^st-6^th classes to identify weakest area of mathematics.
Teacher observations and teacher analysis of tasks and tests highlighted problem solving as an area for development

Year 1 actions

Year 2 actions

Year 3 actions

Questionnaire to be administered to pupils from 1^st – 6^th classes
Resources to be sourced from within the school and resources bought if necessary
Focus on mathematical language, specifically the language of operations
Problem solving strategy RUDE to be implemented throughout the school and to be taught at each class level
Teacher modelling of problem solving strategy to whole class, small groups, peer groups and individual pupils
Oral maths to emphasised
Special Education Teachers to work with class teachers in implementing strategy

Analysis of Drumcondra results from June 2019
Repeat questionnaire and monitor pupils’ attitudes towards problem solving
Mathematical language to be looked at and discussed for all remaining strands and strand units
Continue to develop the bank of resources
Focus will be to revisit and continue emphasis on oral maths and word problems
Use of maths games and puzzles
Use of Mad 4 Maths programme in second and third term.

Analysis of Drumcondra results from June 2020
Continue to develop bank of resources
Maths problem of the week to be introduced in each classroom
Oral maths at the beginning of each class for ten minutes
Problem solving to be taught throughout each topic
Emphasise use of IT in problem solving activities
Paired maths programme to be completed over six week period between different class levels to be decided on Drumcondra results
To focus on language of measures specifically in relation to money and time
To identify a wide number of opportunities to enable the pupils to gain experience in the application of their knowledge and skills in relation to money and time

Year Plan to improve Numeracy LEVELS

Target(s)

State in specific terms how NUMERACY LEVELS should improve as a result of actions in the school

By developing a whole-school approach to the use of mathematical language throughout the school, pupils will become very familiar with the language of operations, and be enabled to apply their knowledge to mathematical problems
Through teacher modelling of RUDE problem solving strategy, pupils will be enabled to discuss mathematical problems and understand the reasons behind each step in the process
Through focussing on oral maths problems and word problems, pupils will develop higher order thinking and logic skills
Pupils will develop strategies aimed at solving mathematical problems
Pupils will be provided with regular opportunities to problem solve, enabling them to acquire proficiency in this area

Actions

State proposed actions to improve NUMERACY LEVELS

Action

Who?

When?

Resources?

Completed / ongoing?

Review the mathematical language currently being used throughout the school, focusing on mathematical operations.

Source resources within the school suitable for use as part of problem solving programme, particularly oral maths problems and word problems
A bank of resources is to be developed for each class level and will be added to as resources are sourced
Questionnaire to be given to all children from 2^nd- 6^th classes to elicit their views on problem solving

All Staff

February 2019

Focus on oral maths at beginning of each maths class for 5 minutes at infant level and 10 minutes at all other class levels. Bank of resources to be developed
Special Education Teachers to focus on area of oral maths as part of programme with their groups

All Staff

January – March 2019

March – June: Continue all of the above
Focus specifically on maths word problems and open-ended tasks
Special Education Teachers to focus on maths word problems also as part of their programme within their groups
Emphasis on problem solving in groups as part of maths for each Friday in May and June. Special Education Teachers to support as part of an in-class teaching programme

All Staff

March – June 2012

Monitoring/Review

State how progress will be monitored over the three years

Teacher observation is a key tool which will be used in monitoring the progress of this numeracy strategy. Key observations will be noted and discussed at whole staff level
Discussion at staff meetings and Croke Park Hour meetings re: feedback and the identification of new strategies and approaches
Specific time will be allocated to the discussion and progress of the numeracy programme during our planning time and staff meeting
Continuing professional development will be sought and staff encouraged to attend, to further develop teacher knowledge and skills and to keep abreast of best practice
Pupil feedback will be sought at regular intervals throughout the year. Questionnaires will be used to gauge pupil opinions at the stated times.
Parental Feedback will be sought through questionnaires, information evenings and at parent/teacher meetings
Standardised Drumcondra test will be given at end of each year and results will be discussed to further develop our 3 year plan.

Success Criteria/Evaluation

State how impact of actions on Numeracy levels will be evaluated at the end of the three years

State how progress will be measured, using baseline and targets as guide

Teacher observations will be noted and collated
Class conferencing between teacher and pupils, pupils and pupils to gauge feedback
Standardised testing at end of each year – data will be analysed over the three years to track performance of pupils’ problem solving
Review of children’s work samples, maths projects etc.