1. The Primary Mathematics Teaching for Mastery Specialist Teacher Programme
Kim Mitchell
Lead Practitioner Bramham /Shadwell Federation
Gail Lee
Headteacher
Boroughbridge Primary School

2. Session Outcomes Understand the role of the mastery specialist
What is mastery?
What is depth of learning?
How can we plan for mastery learning?
Experience a ‘taste’ of a TRG

3. What does it mean to master something?
I know how to do it
It becomes automatic and I don’t need to think about it- for example driving a car
I’m really good at doing it – painting a room, or a picture
I can show someone else how to do it.

4. Mastery of Mathematics is more…..
Deep and sustainable learning
The ability to build on something that has already been sufficiently mastered
The ability to reason about a concept and make connections
Conceptual and procedural fluency

5. 5 Big Ideas
If you were to select five big ideas that teachers should focus on to develop teaching for mastery, what would they be?

6. Mathematical Thinking
Teaching for Mastery
Number Facts
Table Facts
Making Connections
Procedural
Conceptual
Chains of Reasoning
Access
Pattern
Representation
& Structure
Mathematical Thinking
Fluency
Variation
Coherence
Small steps are easier to take

7. What is Depth?

8. Is this what happens when learning is superficial with no understanding?

9. Solve the following
 + 17 = –  = 90 – 59 Consider the strategies you used?
This illustrates how a conceptual method rather than a procedural method can lead to a quicker answers. Whilst procedures are important, they do not stand alone but need to be underpinned by conceptual understanding.

10. Attention to Structure
We observe that children from quite early
ages are able to appreciate structure
to a greater extent than some authors
have imagined. Initiating students to
appreciate structure implies, of course,
that their appreciation of it needs to
be cultivated in order to deepen and to
become more mature.
John Mason Appreciating structure for all

11. Drawing attention to structure in KS1
Making Comparisons

12. Drawing attention to structure

13. Working Systematically

16. Developing Depth/Simplicity/Clarity7 2 5 7
1.9
5.1
7.4 C
1.7
5.7 a b

17. What is Depth Factual and Procedural Fluency Conceptual Fluency
Reasoning
Sustained learning
Connected Learning
Simplicity and Clarity

18. How is depth achieved? Longer time on topics
Intelligent practice (variation)
Detail in exploring the concept – all aspects exposed and linked) (conceptual variation)
Small steps
Questioning and activities develop reasoning and make connections

19. Mastery Lesson
5 Big Ideas
Observation Sheet

20. Mathematical Thinking
Teaching for Mastery
Number Facts
Table Facts
Making Connections
Procedural
Conceptual
Chains of Reasoning
Access
Pattern
Representation
& Structure
Mathematical Thinking
Fluency
Variation
Coherence
Small steps are easier to take

51. Letting Go! but then reining back in

52. Representation and Structure
Mathematical tools should be seen as supports for learning. But using tools as supports does not happen automatically. Students must construct meaning for them. This requires more than watching demonstrations; it requires working with tools over extended periods of time, trying them out, and watching what happens. Meaning does not reside in tools; it is constructed by students as they use tools (p. 10).
.(Hiebert 1997) Cited in Russell (May, 2000). Developing Computational Fluency with Whole Numbers in the Elementary Grades

53. Variation
A key idea that is applied in East Asian countries that enhances mathematics learning

54. Fluency
Efficiency
Accuracy
Flexibility
Fluidity

55. Mathematical Thinking
It is central to mathematics learning; the glue that both develops and holds mathematics learning together It involves: Looking for pattern and relationships Logical Reasoning Making Connections

56. Coherence
It is important to present small connected steps both within individual lessons and running across groups of lessons

57. Working Collaboratively
A significant element of teacher professional development happens when teachers work collaboratively together. This is common in other high performing Countries External expertise also has a role to play

58. TRG member
A member of my TRG in Leeds will now talk briefly about how Mastery and the 5 big ideas are beginning to embed in her school