Mathematics Mastery

Parent Information

A belief and a frustration

• Success in mathematics for every child• Close the attainment gap

Mathematics Mastery

Ark schools wanted a new taught curriculum to ensure that their aspirations for every child’s mathematics success becomes reality, through significantly raising standards.

Socio-economic gaps

Mathematics Mastery

Mathematics Mastery

Two Beliefs about Intellectual Ability

• Innate Ability

• Effort-Based Ability

Belief in Innate Ability

ASSUMPTIONS

Ability is fixed

“You either have it or you

don’t”

BELIEFS

Inborn intelligence is the main determinant of success

OUTCOMES

Poor Results

Defeatism

Belief in Effort-Based Ability

ASSUMPTIONS

Effort = Development

BELIEFS

Consistent effort and effective

strategies are the main

determinants of success.

OUTCOME

Engagement

Confidence

Results

Mathematics Mastery

• National Curriculum Reform

In mathematics there will be additional stretch, with much more challenging content than in the current National Curriculum. We will expect pupils to be more proficient in arithmetic, including knowing number bonds to 20 by Year 2 and times tables up to 12 x 12 by the end of Year 4. The development of written methods - including long multiplication and division - will be given greater emphasis, and pupils will be taught more challenging content using fractions, decimals and negative numbers so that they have a more secure foundation for secondary school.

Mathematics Mastery

TIMSS

•UK has been surpassed internationally in its mathematics performance. •Singapore’s students have consistently been top performers in the TIMSS assessment. •Clearly, Singapore maths is effective.

Mathematics Mastery

Curricular principles

• Fewer topics in greater depth Opportunities are provided throughout Mathematics Mastery for pupils to use reasoning skills to make connections between prior knowledge and newly presented material. These connections will help foster a deeper understanding of the maths concepts.

• Mastery for all pupilsDifferentiation through depth, cumulative learning, AfL

• Number sense and place value come firstTraditional algorithms meaningfully taught

• Problem solving is central Comprehension, calculation and problem solving developed simultaneously.

Mathematics Mastery

Key lesson features

• Mastering mathematical understanding• Mastering mathematical thinking• Mastering mathematical language• Mastery for all: Structure of learning

Mathematics Mastery

• Mastering mathematical understanding

Concrete-Pictorial-Abstract approach• Bruner, 1960• Reaches out to a variety of learners• Sequence is critical – every concept, within a lesson, within a

unit.• Concrete allows discovery• Pictorial allows conceptual understanding• Abstract allows a shorter and more efficient way to represent

numerical ideas using symbols.

Mathematics Mastery

• Mastering mathematical thinking

Whole class, paired, individual opportunities to• Compare (sort, organise)• Modify (change, vary, reverse, alter)• Generalise (pattern spotting, exemplifying, predict)

Learning is generalisation. We want children to think like mathematicians. Not just DO maths…

Mathematics Mastery

• Mastering mathematical language

Mathematics Mastery lessons provide opportunities for pupils to communicate and develop mathematical language through:

• Sharing essential vocabulary at the beginning of every lesson and insisting on its use throughout

• Modelling clear sentence structures using mathematical language

• Paired language development activities (toolkit lesson)

• Plenaries which give a further opportunity to assess understanding through pupil explanations

Mathematics Mastery

• Mastery for all: Structure of learningMulti-part lessons

Allow for cumulative, scaffolded learning where assessment is crucially feeding in to subsequent segments.

Pupils are ‘doing’ straight away. No time is wasted

Do Now Task; New Learning; Paired Language Development; Develop Learning; Independent Task; Plenary

Mathematics Mastery•Mastery for all: Structure of learning

Transitions Used to recall quick number facts or mathematical concepts through chants, actions and songs and to prepare children for learning.

Mathematics Mastery

Mathematics Mastery

Mathematics Mastery

Children’s work

• Task sheets• File • Books• Videos• Photographs