The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
National Curriculum 2014
At Tansley Primary School, we aim to build in language proficiency across all subjects to enable our children to articulate their understanding and to support themselves socially, cognitively and linguistically. Following research based knowledge about the impact of Covid-19 on children’s language and communication, we have a whole-school focus on vocabulary. To support children in their maths learning, we have invested in the use of narrative, ensure children are exposed to key vocabulary and encourage the application of vocabulary as a tool to children retaining knowledge. Children read and explore maths stories, have key vocabulary displayed on working walls and are encouraged to use vocabulary in their own maths conversations in lessons. The rest of this document below outlines the progression in math vocabulary and the words which children are exposed to for each year group. Each year group builds on the previous, so children would be exposed to all the previous words as well as the new ones which are identified below. There is also a maths dictionary (copies also located in Homework & Parental Support areas on the website), to support the correct terminology being used in the home and support with the definitions of terminology which children and parents are unfamiliar with or need support with.