SMSC In Mathematics

SMSC In Mathematics

SMSC in Mathematics

Spiritual education involves the awe and wonder of Mathematics that is shown to children. Developing deep thinking and questioning the way in which the world works promotes the spiritual growth of students. Mathematics can be used to explain the world and the mathematical patterns that occur in nature such as the symmetry of snowflake patterns, the Fibonacci patterns founds in plant growth or to discuss the vastness of the universe. There is a sense of wonder in the exactness of mathematics as well as a sense of personal achievement in solving problems. This is extended for students studying Mathematics in the 6th Form enabling them to study the application of Mathematics in the real world. Students are also able to develop a deeper understanding of pure mathematics and how it can be used to understand the physical universe.


Moral education concerns the use and interpretation of data that is becoming more prevalent in society. Pupils are given the opportunity to be aware of the use and misuse of data in all issues including those supporting moral argument. Through real life contextualized examples in Mathematics, pupils can apply their findings from statistical investigations to make a moral decision or judgment. Considering bias in data collection is a key component in data handling activities (e.g. race, age, gender). Looking at gambling through probability and high interest pay day loans also provide stimuli for moral debate.


Social education in Mathematics concerns pupils being given the opportunity to work together in a variety of contexts. Experimental and investigative work provides an ideal opportunity for pupils to work collaboratively in pairs or teams. This allows for creative thinking, discussion, explaining and presentation of ideas. Pupils are also given opportunities to develop their reasoning skills by explaining concepts to each other in class and group discussions. The importance of encouraging pupils to respect each other's opinions and ideas is made clear in Maths lessons. Mathematics also allows children to apply their own intuitive feelings and check these against what they have learnt in order to make more sense of the world. Self and peer reviewing are very important processes to enable pupils to have an accurate grasp of where they are and how they need to improve.


Cultural education concerns the wealth of Mathematics in all cultures and the opportunities pupils are given to explore aspects of personal culture and identity through Mathematics. Recognition is given to symmetry patterns, number systems and mathematical thinking from other cultures. Pupils are introduced to the history of mathematical thinking through discussing the origin of key concepts and geometrical understanding from ancient civilizations and Maths through the ages (e.g. Pythagoras, Trigonometric ratios, Pi, Fibonacci, Da Vinci).


Examples of SMSC in Maths:
• Pupils conducting an opinion survey on a moral issue.
• Pupils having an awareness of sexist or racist, stereotypical bias in materials - e.g. for worksheets to include female builders, male secretaries etc.
• Awareness of possible causes of bias in data collection (e.g. race, age, gender).
• Pupils investigating different number sequences and where they occur in the real world.
• Pupils considering the development of pattern in different cultures including work on tessellations and Rangoli patterns.
• Pupils developing an understanding of Maths in nature; the golden ratio and Fibonacci patterns.
• Pupils developing awe and wonderment in the size of the universe and looking at cells and inner space (powers of 10).
• Allowing discussion and debate on the use and abuse of statistics in the media.
• Allowing discussion on the cultural and historical roots of Mathematics e.g. ancient civilizations such as the Egyptians and Greeks.
• Pupils learning how mathematics is relevant in industry and future careers.
• Pupils learning how key areas of Maths are used in running a household and developing personal financial independence.
• Probability, gambling and the online gaming industry promoting moral debate.
• Interest rates, pay day loans and the banking industry promoting moral debate and a sense of personal financial responsibility.
• Pupils to have the ability to use exchange rates for foreign travel.

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