Nettleworth Infant and Nursery School

Google Services

Maths

Mastery Maths

 

Our Mastery scheme is White Rose White Rose Maths Click Here

For more information, please click on the link.

What is teaching for mastery?

Mastering maths means pupils of all ages 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. Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material.

 

5 Big Ideas

 

Coherence

Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.

 

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

Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.

 

 

Year 1 Mastery Lesson

 

 

Warm up and review on Vimeo

Subtraction as take away on Vimeo

Part part whole on Vimeo

Subtraction as difference on Vimeo

Independent work on Vimeo

 

Year 2 Mastery Lesson

 

5 times table on Vimeo

Practise and application on Vimeo

 

Resources to support maths at home

 

Numbots

TT Rockstars

PurpleMash Maths zone

TopMarks Early Year

TopMarks KS1 TopMarks KS1

BBC Bitesize KS

 

 

 

The Essence of Maths Teaching for Mastery

 

 Maths teaching for mastery rejects the idea that a large proportion of people ‘just can’t do maths’.

 

 All pupils are encouraged by the belief that by working hard at maths they can succeed.

 

 Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time, as happens in Shanghai and several other regions that teach maths successfully. This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind.

 

 If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson.

 

 Lesson design identifies the new mathematics that is to be taught, the key points, the difficult points and a carefully sequenced journey through the learning. In a typical lesson pupils sit facing the teacher and the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion.

 

 Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other.

 

 It is recognised that practice is a vital part of learning, but the practice used is intelligent practice that both reinforces pupils’ procedural fluency and develops their conceptual understanding.

 

 Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained.

 

 Key facts such as multiplication tables and addition facts within 10 are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts

 
Top