Teaching for Mastery in Mathematics is high in the education agenda at present.
Mastery of mathematics is something that we want pupils —all pupils— to acquire, or rather to continue acquiring throughout their school lives, and beyond. Teaching for mastery is already well advanced in many schools, and it forms a key part of work within the Maths Hubs Programme.
NCETM Essence of Teaching for Mastery - A document which describes the 'essence' of teaching for mastery in mathematics.
Self Evaluation
Schools may want to begin their journey to teaching for mastery with the self evaluations documents below to reflect on their current practice:
Primary Teaching for Mastery Self Evaluation - Document (based on the work by www.glowmathshub.com)
Secondary Teaching for Mastery Self Evaluation - Document (based on the work by www.booleanmathshub.org.uk)
For more details into teaching for mastery see below.
What is new!
Mastery Shorts - A series of video clips by NCETM where Secondary Mastery Specialists talk about elements of teaching for mastery.
Updated Schemes for 2017-18 on TES - Freely available and updated schemes from White Rose Maths
Manipulatives in Secondary - An NCETM case study about using place value counters in Secondary.
Teaching for Mastery Document - A document by Annette Durkin from Whitehill Primary School about teaching for mastery in her school and how to develop deep understanding.
Principles & Beliefs
In this section we outline the principles and beliefs around Teaching for Mastery in Mathematics.
We look at what schools should be developing.
Curriculum Design
Considerable time is spent on securing fundamental skills and knowledge in the early stages.
Lesson Design
Lessons are carefully designed and structured to develop the necessary small conceptual steps for mastery.
Examples are chosen carefully to highlight the important conceptual ideas.
Classroom Practice
Use of concrete, pictorial and abstract (CPA) representations are provided and pupils are encouraged to connect and see relations between these different representations.
Productivity
It is important for pupils to develop their procedural fluency alongside conceptual understanding and practice is an important part of achieving this.
Support
The whole class are taught together ensuring that all pupils have access to the important mathematical ideas, skills and concepts.
Differentiation is achieved through questioning and scaffolding rather than by offering different tasks.
Assessment
Assessment values depth of learning, knowing 'why' as well as knowing 'that' and knowing 'how'.
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