Teaching for Mastery
- Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.
- The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths.
Key principles include:
- A rejection of the idea that some people just cannot do maths.
- Whole class teaching, where the focus is on all pupils working together on the same lesson content – leaving no pupil behind.
- Use of early intervention to ensure that pupils who struggle to grasp a concept are ready to move on in subsequent lessons.
- Lesson design ensures that learning is built in small steps, while learning is clearly sequenced and identifies key points and areas which pupils are more likely find difficult.
- Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other.
- The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained. This is supported by the use of well-chosen manipulatives and representations.
- A central element, which underpins Teaching for Mastery, are the Five Big Ideas. The diagram below shows how these ideas are bound together.
Latest news from CODE Maths Hub
Have you seen the latest newsletter ‘Bespoke’ from NCETM? It summarises some of the findings from the latest evaluation of the Teaching For Mastery Programme. This evaluation shows that the Programme is having a ‘significant, positive impact at a number of levels’.
The England-China Exchange is well under way with three of our teachers taking part this year. Ross, Greg and Nicola are having an amazing time and learning lots in Shanghai. We look forward to hearing all about it and we are very excited to welcome teachers from Shanghai for the reciprocal visit early next year.