Mathematics is the queen of science, and arithmetic the queen of mathematics.
Carl Friedrich Gauss
As part of our vision for Mathematics, we aim for students to become fluent in fundamental knowledge and skills that underpin the key processes within our subject. We believe that this will allow students to develop an ability to recall and apply knowledge rapidly and accurately so that they have strong conceptual understanding and can problem-solve with determination and perseverance.
Number – to understand structure and calculation using number, most imperatively for fractions, decimals and percentages so that such processes can be used for measure and accuracy.
Algebra – to understand notation, vocabulary and manipulation so that such processes can be used in solving equations and inequalities, graphical work and sequences.
Ratio and proportion – to understand ratio notation and units of measure so that such processes can be used for various percentage change concepts, scale drawings and compound measures.
Geometry and Measures – to understand properties and constructions so that such processes can be used in geometric diagrams, congruency and similarity, circle theorems, vectors and trigonometry.
Data Handling – to understand notation and rules of probability so that such processes can be used to solve probability problems using Venn Diagrams, frequency and probability trees and tables
Statistics – to understand how to construct and interpret various statistical diagrams so that such processes can be used to make inferences and interpretations, including being able to compare data and establish correlation .
Numeracy – understanding how mathematics is used in the real world and being able to apply it, such as interpreting data, charts and diagrams, processing information, solving problems, checking answers, understanding and explaining solutions and making decisions based on logical thinking and reasoning.
Fluency – developing number sense and being able to choose the most appropriate method for any given task, possibly to apply a skill to multiple contexts.
Problem-solving – finding a solution to more challenging problems involving many steps and usually involving multiple concepts that test true understanding and development.
Reasoning – applying logical thinking to a situation to derive the correct problem-solving strategy for a given question and, using this method, to develop and describe a solution – the bridge between fluency and problem solving.
Logic – applying appropriate thought and reasoning to the methods, structure and validity of inferences, arguments, deduction and proof.
Proof – using logical arguments, known facts and other proofs to show the validity of a further hypothesis that guarantee validity in all cases.
Perseverance – developing and trusting your own ability to think and work through problems that allows the teacher to step away from being the main resource and act more as an authority on your own problem-solving.
What is taught?
Academic Literacy in Mathematics
Academic Literacy is promoted in Mathematics by students needing to read questions accurately in order to interpret what is being asked of them as well as through their written explanations when reasons are requested as part of an answer.
Students are encouraged to extend their interest in Mathematics by…
Mayfield students are encouraged to extend their interest in Mathematics by reading some of the novels that we recommend, as well as participating in various competitions that we run but also solving problems that can be found in print and online publications.
Junior, Intermediate and Senior Mathematics Challenges
Team Challenge competitions