In Year 4, we have been really enjoying finding ways to make maths feel active, meaningful and fun for the children. We know that children learn best when they can see ideas, talk about them and have a go themselves, so we regularly use practical resources to help bring mathematical concepts to life.
Research shows that children develop a stronger understanding of maths when they begin with hands-on experiences before moving onto written and more abstract methods. This links closely to Jerome Bruner’s Concrete, Pictorial, Abstract (CPA) approach. In simple terms, children first explore a concept using real objects or resources (concrete), then represent their thinking through pictures or diagrams (pictorial), before finally applying their understanding using numbers and symbols (abstract). This gradual journey helps children build confidence and gives them a much deeper understanding of what they are learning.
Recently, in our Shape unit, we used mirrors to explore symmetrical and asymmetrical shapes. Mirrors are a fantastic resource because they allow children to test ideas instantly and physically see whether both sides of a shape match. Rather than simply being told the answer, children are able to investigate, notice patterns and discover rules for themselves. It is always lovely to see those moments when something suddenly “clicks” for them.
Alongside practical activities, we also place a big focus on metacognitive thinking routines. This means encouraging children to think about how they learn, not just what they learn. In class, children are regularly asked to explain their thinking, share strategies, listen to the ideas of others and reflect on different ways a problem can be solved. These conversations are incredibly valuable. They help children realise that there is often more than one successful approach, and that learning from each other can strengthen their own understanding.
When practical learning and thoughtful discussion are combined, children are able to develop all three key aims of the maths curriculum:
•Fluency – becoming more confident and accurate with key skills.
• Reasoning – explaining answers and justifying ideas clearly.
• Problem Solving – applying learning to new and unfamiliar situations.
Most importantly, these approaches help maths feel enjoyable and accessible for all children. When pupils can move resources, test ideas, ask questions and share their thinking, they become more engaged and more willing to persevere when something feels challenging.
We are so proud of the enthusiasm Year 4 continue to show in maths each week. Their curiosity, teamwork and growing confidence are wonderful to see, and it is a pleasure to watch them develop into thoughtful and resilient young mathematicians.
By Rhianna Mitchell
Year 4 Kangaroos Class Teacher
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