Mathematics

PR1ME Mathematics is used by the teachers at Aorangi Primary School from new entrants right through all age groups. 

PR1ME Mathematics is a foundational and coherent mathematics programme for years 0 to 8. It is grounded in the science of learning and based on Bruner's spiral curriculum. PR1ME Mathematics teaches mathematics rather than facilitates mathematics. It is easy to teach, fun to use, and fosters a lifelong love of math. It teaches essential concepts while developing skills important for success in the global workford - Critical Thinking, Communication, Collaboration, Creativity, and Confidence. 

PR1ME' pedagogy is based on the approach to teaching mathematics that is used in the top performing nations in primary mathematics - Signapore, South Korea and Hong Kong. It is fully aligned to the New Zealand Curriculum and the Curriculum Refresh.

Mathematics is delivered 4 times per week. Two strands are covered each term: Number is continuous plus one other. We try to match the math strand with our termly topic focus. We use a range of resources to support us while teaching. Students have workbooks to use independently or with teacher support to practice and consolidate the concept being taught. Teachers have guide books that support lesson structures and concepts. The teacher guides also contain a Scope and Sequence that is used as a road map for planning mathematics for the year. We use related manipulatives to support understanding and thinking just like in a traditional math lesson.

Similar to Structured Literacy, PR1ME Mathematics is explicit, direct, cumulative, and intensive. Active participation and repetition are emphasized, facilitating the profound internalization of skills and concepts. Through diligent and meticulous practice, students’ progress towards mastery, attaining the necessary speed and accuracy for task execution, leading to the development of automaticity. 

Regular assessment is carried out to monitor student progress therefore not holding those more capable students back from moving forward and not moving less capable students on too fast.