Here, at The Green Infant School, we are really excited to announce that, as part of our major improvements, we have now began implementing Mastery Maths across the key stage 1. After lots of research and careful consideration we have decided to follow a scheme called Power Maths, which incorporates the National Curriculum 2014 requirements through Mastery teaching. You can find out more information about Mastery Maths below. The National Centre for Excellence in the Teaching of Mathematics (NCEETM).
What is Maths Mastery?
Over recent years research studies have been carried out to look at the ways in which highly successful countries teach their pupils Maths. These high performing countries are often in the Far East such as China and Singapore. The Department for Education (DfE) is bringing together a programme based on what has been learned from these countries, along with excellent practice in the UK. This programme is known as Teaching for Mastery. The key concepts that underpin teaching for mastery are explained in the attached document “The Essence of Teaching for Mastery.”
The Essence of Maths Teaching for Mastery
Five Big Ideas in Teaching for Mastery
A central component in the NCETM/Maths Hubs programmes to develop Mastery Specialists has been discussion of Five Big Ideas, drawn from research evidence, underpinning teaching for mastery. This is the diagram used to help bind these ideas together:
Coherence: Connecting new ideas to concepts that have already been understood, and ensuring that, once understood and mastered, new ideas are used again in next steps of learning, all steps being small steps
Representation and Structure: Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation
Mathematical Thinking: If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others
Fluency: Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics
Variation: Varying the way a concept is initially presented to students, by giving examples that display a concept as well as those that don’t display it. Also, carefully varying practice questions so that mechanical repetition is avoided, and thinking is encouraged.
If you have any questions or require any further information, please do not hesitate to contact Mrs Parkin, Maths Lead.