Maths Mastery

Intent - What I am trying to do? What are we learning in the lesson?

Implementation - How am I going to go about it? How will I teach this through using different structures and representations?

Impact - How do I know that any of this works? What misconceptions can I address? How do the students respond to the questions that I raise?

Origins of maths mastery:

Until recently, educators in the UK asked children to ‘follow a process’ in their maths. Explaining why or how something happened was less of a priority. As long as a student got the answer correct, their comprehension of the method was less important. Fluency and skills were taught, but there was less of an emphasis on reasoning and problem solving

However, by not teaching children conceptually, we gave them a disadvantage in terms of making the necessary links required to problem solve (which became an increasing priority in the 2014 Maths curriculum). However, with the 2014 new curriculum, increasingly students are required to reason, problem solve and discuss methods. 

Why choose a maths mastery approach to learning?

Children with deep conceptual knowledge, who are fluent in number facts, while still able to reason and problem solve are better equipped for the challenges of everyday maths they’ll experience in the real world, and the maths of secondary school. 

No to mention the fact that the KS2 SATs are developed around the new maths mastery curriculum with a significant proportion of the marks devoted to mathematical reasoning. (70 out of 110 marks in KS2 SATs)