The Mathematics program at Resurrection follows the VELS (Victorian Essential Learning Standards) guidelines.

It includes the following dimensions:

• Number: focuses on developing students’ understanding of counting, magnitude and order. This includes forward, backward and skip counting, place value, fractions and decimals and written and mental computation.
• Space: focuses on developing students’ understanding of shape and location.
• Measurement, Chance and Data: focuses on developing students’ understanding of unit, measure and error, chance and likelihood and inference.
• Working Mathematically: focuses on developing students’ sense of mathematical inquiry: problem posing and problem solving, modelling and investigation.
• Structure: focuses on developing students’ understanding of set, logic, function and algebra.

At Resurrection we believe that:

• Numeracy is a key life skill that is essential to many facets of everyday life
• We must develop confidence and knowledge to enable students to use a wide variety of skills and strategies to take risks and problem solve
• We need to provide hands on opportunities in order to develop their knowledge and understandings of numeracy
• Students should be encouraged to explore, develop and communicate their understandings openly
• Numeracy is taught through all curriculum areas and connections between the areas are established
• Literacy plays a vital role in the development of numeracy
• The Mathematical learning environment should be supportive, productive and should promote independence, interdependence and self-motivation
• Students’ needs, backgrounds, perspectives and interests should be reflected in the mathematical learning program
• Students should be challenged and supported to develop deep levels of thinking and application in Mathematics
• Assessment practices are an integral part of mathematical teaching and learning
• Mathematical learning connects strongly with communities and practice beyond the classroom.

At Resurrection, we value:

• Mathematical thinking
• Creating a culture of mathematical inquirers
• Using effective questioning techniques to support and encourage problem solving and critical thinking skills
• Team work, co-operation and communication in the Mathematics classroom
• The use of learning technologies to build student engagement and assist students to develop their overall knowledge and skills
• Contextualising learning and making connections across areas of learning
• The use of rich and authentic assessment tasks to inform teaching and learning.