Teaching maths for mastery is a transformational approach to maths teaching which stems from high performing Asian nations such as Singapore. When taught to master maths, children develop their mathematical fluency without resorting to rote learning and are able to solve non-routine maths problems without having to memorise procedures.
In a traditional maths lesson, children are put in different groups and given different content based on their anticipated ability. This means that from an early age children are classed as those who can and can’t “do maths”. Teaching maths for mastery is different because it offers all pupils access to the full maths curriculum. This inclusive approach, and its emphasis on promoting multiple methods of solving a problem, builds self-confidence and resilience in pupils.
Though the whole class goes through the same content at the same pace, there is still plenty of opportunity for differentiation. Unlike the old model of differentiated groups of pupils, where advanced learners are accelerated through new content, those pupils who grasp concepts quickly are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on.
Teaching maths for mastery is a key part of the Government’s education reforms and is reflected in the 2014 English national curriculum for mathematics. The NCETM, Department for Education and OFSTED have all endorsed this evidence-based approach and our pupils have thoroughly enjoyed their introduction to the mastery approach and I look forward to continuing this technique on a weekly basis during our investigation sessions.
