Mastery in Maths Morning at The Bellbird Primary Wednesday 15th November 2017 Mastery in Maths Morning at The Bellbird Primary Aims: To gain an insight into the Maths Mastery approach and how it is taught. To give ideas for supporting maths at home – making it fun!

"I think it may well be the case that one of the most common ways we use differentiation in primary school mathematics has had, and continues to have, a very negative effect on the mathematical attainment of our children at primary school and throughout their education". Charlie Stripp Director of the NCETM

How and why did the mathematics mastery approach develop? Too many children are falling behind. Not enough children are excelling. Teaching has been focused on procedures over understanding. Negative attitudes towards maths ability and enjoyment.

‘Mastery’ in high performing countries. The content and principles underpinning the new mathematics curriculum reflect those found in high performing education systems internationally, particularly those of east and south-east Asian countries such as Singapore, Japan, South Korea and China. By the age of 15 students from these countries are on average up to three years ahead in maths compared to 15 year olds in England . What underpins this success is the far higher proportion of pupils reaching a high standard and the relatively small gaps in attainment between pupils in comparison to England. Though there are many differences between the education systems of England and those of east and south-east Asia, we can learn from the ‘mastery’ approach to teaching commonly followed in these countries.

The Maths Mastery Curriculum The intention of the mastery approach is to provide all children with full access to the curriculum, enabling them to achieve confidence and competence – ‘mastery’ – in mathematics, rather than many failing to develop the maths skills they need for the future. A research based curriculum. High expectations for every child. The large majority of pupils progress through the curriculum content at the same pace. Few topics, greater depth. Number sense and place value come first. The use of objects and pictures before number and letters. Problem solving is central. Language and communication lead to understanding. Challenge is provided through an increased depth, rather than acceleration of content.

What about the more able and SEND (Special Educational needs and Disabilities) children? The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. Pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content. Those pupils who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

What does a mastery maths lesson look like? There are 3 elements to a mastery lesson: Fluency (now varied) Reasoning Problem solving (you observed this element today).

How do we develop reasoning in lessons?

SC Do I know my number facts to 20?

Count forwards and backwards from that number in 2s. What patterns do you notice? What other numbers will be in the sequence? Flip the stick! What number would be at the end?

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In summary: The Mathematics Mastery Approach Depth before breath – a rigorous and systematic programme that is developed to ensure every child can achieve excellence. Provides a deep understanding of the subject through a pictorial, concrete and abstract approach. Mastery – when a concept or skill can be applied over time in a multiple of ways and to an unfamiliar setting.

Wherever you are, whatever you are doing, you can be practising maths! How can parents help? Have you ever felt like this?! FS/KS1 Wherever you are, whatever you are doing, you can be practising maths! Talk about days of the week, months of the year, time. count – forwards and backwards, shape (Y1 monsters!), money, measure – weight, length and capacity, positional language, ordinal numbers.... The list is endless!

KS2 Fluency comes from deep knowledge and practice. In the early stages, explicit learning of multiplication tables is important in the journey towards fluency and contributes to quick and efficient mental calculation. Use every opportunity to ask your child questions and to explain their reasoning to you. ‘What do you think…?’ ‘Why …?’ ‘What will happen if…?’ ‘What do you notice about…?’ ‘Can you see a pattern between…?’ ‘What if we try…?’ Look for maths around you. Telling the time, discussing the days of the week, talking about money or the coins needed to pay for items, how long things take to cook etc. Support your child with homework!

GROWTH MINDSET – every one of us can master mathematics given the opportunity. Please visit as many classes as you can and follow a maths learning journey throughout the school from FS to year 6. Look out for models and images that the children are using to solve problems. Look at the manipulatives (bead strings, Numicon, Dienes equipment) that we use to develop children's conceptual understanding before they move to concrete methods. How would you solve the problems that are being given to the children What maths skills and knowledge are you drawing on?

Thank you for attending our Maths Mastery Morning. http://www.mathematicsmastery.org/sos-how-to-avoid-maths-panic-and-support-learning-at-home/ http://nrich.maths.org/frontpage