There is a change of ethos within the establishment away from rapid acceleration through material to a deep conceptual understanding of mathematics. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ‘just no good at maths’.
With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve in and enjoy mathematics. All pupils are encouraged to develop a growth mindset.
The class work together on the same key point, whilst at the same time challenging and supporting pupils to gain depth of understanding and proficiency. Acceleration to higher content is avoided. High expectations for all.
|The Maths Problem||A video by Jo Boaler which outline the issues with current maths teaching practice.|
Discover what teaching for mastery means and how to get invloved.
|NCETM Essence of Teaching for Mastery||This document defines the fundamental elements of primary mathematics teaching for mastery.|
|ACME - Raising the Bar||This Dec 2012 report from ACME (The Advisory Committee on Mathematics Education) argues for a curriculum emphasising depth and connections rather than acceleration to new content.|
|Mastery Learning||A paper by Tom Guskey looking at J B Carroll's and Bloom's models of mastery learning.|
|Supporting Research||Pages from NCETM outlining the research behind the focus on teaching for mastery.|
|Dweck 2008 - Mindsets:||The work of Carol Dweck (Stanford University) is the seminal work on growth mindsets and Jo Boaler’s (Stanford University) work (below) has given a specific mathematical dimension to these important ideas.|
|Jo Boaler - Number Sense||A collection of videos and articles by Jo Boaler on maths and developing number sense.|
|Jo Boaler - Mindset Card||A useful printable card with designed to help build a positive mindset community.|
|NCETM Mastery||NCETM's Microsite of teaching for mastery.|
|School Case Studies||Part of the NCETM's microsite on teaching for mastery showing school case studies.|
|Supporting Research and Argument||A collection of articles put together by NCETM so set out the case for Teaching for Mastery.|
|Managing Mastery||An interview with a Head teacher whose schools has developed teaching for mastery over the last two years. Part of the Managing Mastery series from NCETM|
|What is Mastery - Debbie Morgan NCETM||A video presentation given by Dr Debbie Morgan (NCETM's Primary Director) to teachers at a conference in Lincolnshire.|
|What is Teaching for Mastery||An article by Charlie Stripp (NCETM Director) in SchoolsWeek.|
|ACSL Guidance||Guidance from the ACSL|
|Mastery in Action (Secondary)||An account from greatmathsteachingideas.com of King Solomon Academy's approach to teaching for mastery.|
|Mastery Shorts||A series of video clips by NCETM where Secondary Mastery Specialists talk about elements of teaching for mastery.|
|Ofsted Q&A||A set of questions generated by maths teachers and responses given by Ofsted’s Sean Harford and Jane Jones from an #OfstedMaths Twitter chat hosted by Bruno Reddy and held on June 18th 2015.|
|Improving Mathematics in KS2 & 3||An EEF report on improving mathematics in KS2 and KS3.|
|Mastery and Maths||An EEF guest blog by Prof Jeremy Hodgen (Chair of Maths Education at the IoE) linking the previous report with Teaching for Mastery principles.|
|Jane Jones HMI||A guest blog from Jane Jones (Ofsted National Lead for Mathematics ) outlining Ofsted’s thoughts on mastery, differentiation, etc.|
|Ofsted and Mastery||Series of slides by Jane Jones HMI given in a workshop at a Maths hub Conference Series of slides by Jane Jones HMI given in a workshop at a Maths hub Conference|
|Five Myths of Mastery||A piece by the National Association of Mathematics Advisors.|
|NCETM Guidance on Marking||The guidance suggests that the widespread practice of teachers giving individual and unique written tips and targets to every child in a class after every piece of work is a bad use of time.|
|NCETM Guidance on Marking (Secondary)||The guidance suggests that the widespread practice of teachers giving individual and unique written tips and targets to every child in a class after every piece of work is a bad use of time.|
|Early Years Maths||This article by Sue Gifford (University of Roehampton) was originally published on the Advisory Committee on Mathematics Education (ACME) blog and now appears on the NRICH site. She argues that if we want to create more positive attitudes and higher achievement in mathematics, what better place to start than in the early years?|
|Role of Mastery in Nurturing Young Mathematicians:||NRICH article on problem solving.|
|Catching Up||An Australian report by Ben Jensen (2012) looking at how the success in Hong Kong, Singapore, Shanghai and Korea might be explained and emulated.|
|Family Maths Toolkit||Website for encouraging families to engage with maths.|
|#YesUCan||Work and resources from the GLOW Maths Hub on creating a 'can do' attitude towards mathematics.|
|NCETM Case Studies||Supporting Teaching for Mastery.|
|NCETM Primary resources||Elements of Mastery resources at primary.|
|NCETM Secondary resources||Elements of Mastery resources at secondary.|
|How Everyone Can Succeed||TES article from White Rose Maths.|
|Maths: Everyone Can||Mind set video from White Rose Maths.|
|Research Documents||A document with a collection of relevant articles and links, some of which are on this site separately, which support teaching for mastery.