Principles
PRINCIPLES & BELIEFS
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.
NCETM
- Teaching for Mastery – Discover what teaching for mastery means
- Mastery Explained – Evidence, exemplification and illustration to explain the mastery approach
- Mastery Materials – PD Materials, assessment materials, calculation guidance and ITE resources
- Mastery Magnified – how Teaching for Mastery is working in schools with case studies, lesson videos & leader interviews
Myths of Mastery
A document by NAMA about the myths of mastery in mathematics.
EEF EYs & Y1 Guidance
An EEF Guidance report of improving maths in EYs and Y1.
EEF Improving Maths at KS2 & KS3
An EEF report on improving mathematics in KS2 and KS3.
EEF Guest Blog (2017)
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 Presentation (2015)
Series of slides by Jane Jones HMI given in a workshop at a Maths Hub Conference about teaching for mastery.
NRICH Mastering Maths and Problem-Solving
NRICH article on the role of mastery in nurturing young mathematicians.
Australian report by Ben Jensen (2012)
Looking at how the success in Hong Kong, Singapore, Shanghai and Korea might be explained and emulated.