Does Mathematics Mastery work in the classroom?įor some time, however, my sense has been that we need to move on from a debate about the definition of ‘mastery’ to the much more interesting and challenging idea of classroom implementation and evaluation of experiences. Its emphasis on depth of understanding, over breadth of knowledge and procedural approaches to learning, for example, chimes with my personal philosophy for teaching and learning mathematics. For me, despite its potentially divisive label, there is something positive and pedagogically persuasive in the intentions of the idea of ‘mastery’. For example, in the light of new-style Key Stage 2 SAT and GCSE papers, which are expected to assess pupils’ ability to use and apply skills more rigorously, an emphasis on secure understanding, confident reasoning and problem solving skills, rather than on mechanical application of mathematical procedures, certainly feels like a positive and wise aspiration. That said, if a concept has been ‘mastered’, one would expect the learner to be able to apply their knowledge and skills effectively to solve new problems and also to demonstrate a growing ability to explain as well as justify their thinking.Īlthough complicated to define, many would argue Mathematics Mastery is still persuasive as an idea and potentially supportive to both primary and secondary school practitioners. What is deep for one person may be shallow for another. In this context, ‘deep’ is obviously a relative, complex and even subjective term. So, ‘mastery’ of a mathematical concept would suggest that we understand it at a deep level. Helen Drury, founder of the programme, explains the definition when she says:Ī mathematical concept or skill has been mastered when, through exploration, clarification, practice and application over time, a person can represent it in multiple ways, has the mathematical language to be able to communicate related ideas, and can think mathematically with the concept so that they can independently apply it to a totally new problem in an unfamiliar situation. What is Mastery of Mathematics?ĭefining Mastery Mathematics is in itself a complex business. The NCETM has sought to define it and establish principles for teaching mathematics which help to raise standards in achievement across the primary and secondary sectors in the UK. It has many roots in well-established pedagogical approaches in high-achieving East Asian countries. Mastery Mathematics has been adopted as a term by the National Centre for Excellence in the Teaching of Mathematics (NCETM) since 2014. Dave Benson, Mathematics Education Coordinator at the University of Derby, discusses the pros and cons of the scheme.
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