At St Joseph & St Theresa a mathematician will: call upon prior knowledge, explain their thinking, make connections, think critically, find patterns, be procedurally fluent and approach unfamiliar problems with resilience.
Mathematics Mastery: An Introduction
The Mathematics Mastery curriculum is designed to make sure that the requirements of the 2014 National Curriculum for England are fully met. Each year’s curriculum includes all of the National Curriculum objectives for that year, plus a small number from the year above – usually from number – where we feel these will help pupils make connections with their learning.
The ‘mastery approach’ to teaching maths is the underlying principle of Mathematics Mastery. Instead of learning mathematical procedures by rote, pupils build a deep conceptual understanding of concepts which will enable them to apply their learning in different situations.
Problem solving is at the heart of the mastery approach, so we make sure to dedicate sufficient time to each new concept so every pupil can gain the reasoning they need to solve new problems in unfamiliar contexts where children are able to ‘master’ the skills learnt in a different situation.
Instead of accelerating higher attainers onto new content, we differentiate through depth, to develop pupils’ conceptual understanding.
We believe that pupils should be encouraged to use mathematical language and full sentences throughout their maths learning to deepen their understanding of concepts. This is an expectation set at the beginning of each lesson where teachers will read and discuss the ‘star words’. These skills are transferred into all other subjects as vocabulary is an integral part of each curriculum area.
We want our pupils to become proficient mathematicians. In order for this to happen our pupils need to develop three types of mathematical knowledge. Declarative knowledge- ‘I know that…’ having knowledge of facts, formulae, concepts, principles and rules. Procedural knowledge- ‘I know how…’ recall a sequence of steps including methods, algorithms and procedures. Conditional knowledge- ‘I know when…’ the ability to reason and solve problems and use combinations of declarative and procedural knowledge.
The long term plans for each year group can be found on each class page.
Mathematics Mastery Intent
At St Joseph and St Theresa, all pupils are given the opportunity to ‘master maths’. Our curriculum is cumulative and will build on prior learning so that pupils can develop fluency and conceptual understanding by representing ideas in a variety of ways. Pupils will use objects and pictures to represent abstract concepts and learning will be continually reinforced through the use of mathematical language with pupils speaking eloquently in full sentences throughout the lesson. Pupils will build a deep understanding of concepts and will therefore be able to apply their learning to new problems in unfamiliar situations. By the time pupils leave our school they will be willing to take risks and explore maths problems with confidence and resilience. Our pupils develop a growth mind-set and will believe that they can achieve anything with hard work and determination.
Implementation
The Mathematics Mastery program of study is followed at our school, this ensures consistent progression is made between year groups.
Teachers follow Mathematics Mastery curriculum maps to ensure all of the National Curriculum objectives are fully met for each year group. The curriculum is cumulative and teachers will teach new concepts by building on prior knowledge and making connections with concepts pupils are already familiar with. Each teacher will use the Programme of Study objectives for each unit to ensure there is enough breadth and depth in all areas of mathematics. Class teachers will assess pupils often and use this to adapt and inform future lessons. Pre-teaching will be used to support vulnerable learners and SEND who are struggling to grasp concepts alongside same day interventions and TA support. Pupils’ progress will be monitored to ensure all pupils are making at least expected progress at all times. In class pupils will understand that we should value our mistakes because we can learn from them and know that we can learn from one another ensuring progress is evident in all lessons.
The 6 part lesson is used to keep learning pacey and active, providing continual opportunities for assessment. This enables misconceptions to be quickly identified and addressed through: class work, same day interventions or in future learning. Key mathematical vocabulary is shared at the start of every mathematics lesson in a meaningful way and there are many occasions for pupils to use the key vocabulary e.g. in partner work, talk tasks and answering questions provided by the teacher and teacher assistant. Conceptual understanding will be expected for all pupils and multiple representations will be used by all in the classroom. Independent tasks will encourage deeper understanding for all pupils (through solving less routine problems, demonstrating using concrete manipulatives / drawing diagrams, explaining, justifying or asking their own questions, encouraging mathematical ways of thinking).
Governors are given termly monitoring feedback which will inform them on strengths and areas for development in our school. We are also part of the Mathematics Mastery community where we are given opportunities to collaborate and share experiences with other schools following the Mathematics Mastery programme, as well as giving regular CPD through training sessions and e-modules.
Impact
The impact of our school’s Mathematics Mastery curriculum is an increased enjoyment, resilience, understanding and attainment in maths for all pupils. The programme deepens pupil’s understanding of mathematical concepts and children are then able to apply their learning in different contexts. As concepts are built upon in each year, this provides opportunities for children to constantly revisit and build upon prior learning. Pupils are curious and active in their engagement within their maths lessons as well as eloquent when explaining their mathematical thinking aloud. Pupils are discerning and compassionate when given a mathematical challenge and will support and encourage their peers to constantly improve and develop their understanding of maths. Pupil’s and have a thirst for learning new concepts and rise to challenges set, due to the continual development of their growth mind-set.