Developing numerate students is the focus of our Mathematics Program. Learning experiences are open-ended, hands-on and real life. A large percentage of the maths we do in the real world uses the skills of estimation and mental computation. Students are encouraged to use these skills, and others, to solve problems in their own way before strategies are shared and evaluated. In the past two years Michael Ymer and Rob Vingerhoets have visited our school and our teachers are inspired to teach mathematics so that students are engaged and challenged.

Our mathematics program focuses on building a positive disposition and the proficiencies of  Understanding, Fluency, Problem Solving and Reasoning. Being open to learning is essential and these proficiencies are fundamental to working mathematically.

Victorian Curriculum Mathematics Proficiencies

Understanding refers to students building a robust knowledge of adaptable and transferable mathematical concepts and structures. Students make connections between related concepts and progressively apply the familiar to develop new ideas. They develop an understanding of the relationship between the ‘why’ and the ‘how’ of mathematics. 

Fluency describes students developing skills in choosing appropriate procedures, carrying out procedures flexibly, accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily. 

Problem-solving is the ability of students to make choices, interpret, formulate, model and investigate problem situations, select and use technological functions and communicate solutions effectively. 

Reasoning refers to students developing an increasingly sophisticated capacity for logical, statistical and probabilistic thinking and actions, such as conjecturing, hypothesising, analysing, proving, evaluating, explaining, inferring, justifying, refuting, abstracting and generalising.