At Cotsford, we pride ourselves on being an inclusive school, and this is reflected in our philosophy about teaching and learning mathematics. We have high expectations that all pupils can and will achieve, and this has led to us adopting a ‘mastery’ approach to planning and teaching maths.
The mastery approach is defined by five key principles, which are illustrated in the diagram, below:
- Quick recall of facts and procedures
- The flexibility and fluidity to move between different contexts and representations of
- The ability to recognise relationships and make connections in mathematics
REPRESENTATION & STRUCTURE
Mathematical structures are the key patterns and generalisations that underpin sets of numbers – they are the laws and relationships that we want children to spot. Using different representations can help children to ‘see’ these laws and relationships.
Procedural variation – This is a deliberate change in the type of examples used and questions set, to draw attention to certain features.
Conceptual variation – When a concept is presented in different ways, to show what a concept is, in all of its different forms.
MATHEMATICAL THINKING INVOLVES:
- Looking for pattern and relationships
- Logical Reasoning
- Making Connections
Teachers should develop detailed knowledge of the curriculum in order to break the mathematics down into small steps to develop mastery and address all aspects in a logical progression. This will ensure deep and sustainable learning for all pupils.
As a result of teaching and learning in mathematics, our aim is that pupils will be able to meet the key aims of the National Curriculum for maths, which are:
You can read about Mrs Ruddell’s trip to Shanghai, to learn more about Maths Mastery here.