At Bolney we follow a mastery approach to the teaching of maths.
What is mastery?
A mastery approach in maths emphasises the importance of deep understanding and security within a concept before progressing to new areas. This is consistent with the belief that all children can become mathematicians with the right support and time to develop. A mastery approach ensures there is a coherent and progressive scheme of work for the children to follow.
A mastery approach has 4 core elements:
Representations and structures:
Teachers select ways to show, demonstrate and present the learning rather than just telling.
Teachers consider how best to represent a concept through resources, pictorial representations or problems to unpick.
Mathematical thinking:
Discussions, justifications, generalising, using precise mathematical language.
Teachers consider their questioning and ensure that lessons incorporate opportunities to discuss and share approaches. Children are encouraged to share how they view things and what approach they would take.
Fluency:
Efficient and accurate recall which frees up the mind for problem solving.
Every lesson begins with fluency activities. Counting, times tables and revisiting previously taught concepts.
Variation:
Some elements are changed, some are kept the same when concepts are explored.
E.g. ‘what’s the same, what’s different?’
Concepts are presented in different ways, using different language and tasks are deliberately chosen to challenge and encourage deeper thinking.
Lesson structure:
Each lesson begins with fluency practice. This can vary from counting - using counting sticks, games, times tables, starter activities or quizzes.
Teachers then recap previously taught concepts or relevant prior learning to move the children on.
The main concept is introduced. Teachers ensure real life examples, visual and concrete resources are used to explain concepts clearly.
There is opportunity to practise and work through examples. The teacher is able to pick up on misconceptions and challenge further.
Independent tasks are then worked on with children being supported by the adults.
To ensure a coherent and progressive scheme of work is followed, teachers use White Rose curriculum maps to ensure coverage. Teachers use a range of resources from different sources to ensure children do not become overly familiar with particular styles and types of questions and content and struggle when exposed to something new.
The school is part of the West Sussex Maths hub (part of the NCETM). This provides support and networking with other schools. It also provides professional development opportunities for staff and ensures our practice is up to date with research and current best practice in maths teaching.