1. Teaching Mathematics Mastery and ITE
Claire Morse and Laura Clarke

2. A shifting landscape of vocabulary
mastery depth multiple representations cumulative curriculum complete and connected perspectives conceptual understanding variation intelligent practice fluency procedural fluency bar modelling practice, apply, clarify and explore

3. A return to established literature
Dienes (1960)
Bruner (1966)
Gattegno (1967)
Skemp (1976)
Piaget (1952)
Liebeck (1984)
Askew (1997)
Lim (2007)
Yu (2008)
Lai (2012)
Hodgen et al (2014)
Stobart (2014)

4. Stobart, G. (2014)The Expert Learner: Challenging the myth of ability
Stobart, G. (2014)The Expert Learner: Challenging the myth of ability. McGraw Hill: Maidenhead
‘How experts learn’ (chapter 2) Opportunity Motivation Extensive and long term deliberate practice Deep knowledge Extensive memory and skills Reflection

5. Mathematical Subject Knowledge Developing Mathematics
Specific Pedagogy
Developing a personal identity
Primary
Mathematics Teacher
Positive Attitudes to Mathematics

6. Andrews, P. and Rowland, T. (2014) Master class in Mathematics Education: International Perspectives on Teaching and Learning. Bloomsbury: London Chap, S. L. (2007) Characteristics of Mathematics Teaching in Shanghai, China: through the Lens of a Malaysian. Mathematics Education Research Journal, 19, (1) Fan, L. (2004) How Chinese learn mathematics: perspectives from insiders. Singapore: World Scientific Hodgen, J., Monahagn, J., Shen, F. and Staneff, T. (2014) Shanghai Mathematics exchange – views, plans and discussion. Proceedings of the British Society for Research into Learning Mathematics 34(3), November Available at: Huiying, Y. (2008) A comparison of mathematical teachers’ beliefs between England and China. Proceedings of the British Society for Research into Learning Mathematics 28(2), June Available at: Rongjin, H. and Leung, F., K., S. (20005) Deconstructing Teacher Centeredness and Student Centeredness Dichotomy: A Case Study of a Shanghai Mathematics Lesson. The Mathematics Educator, 15, (2) Lai, M. Y (undated) Teaching with Procedural Variation: A Chinese Way of Promoting Deep Understanding of Mathematics. Available at: NCETM (2014) Mastery approaches to mathematics and the new national curriculum . Available at: NCETM (2015) NCETM Mathematics Textbook Guidance. Available at:

7. Lesson content is influenced by Lim, C. S
Lesson content is influenced by Lim, C. S. (2007) Characteristics of Mathematics Teaching in Shanghai, China: through the Lens of a Malaysian Mathematics Education Research Journal 19(1) 77-89
Within our control
Beyond our control
Teachers depth of SCK
Teachers depth of PCK
Teachers beliefs and attitudes
Learners beliefs and attitudes
Curriculum demands
External assessment
Cultural context
Expectations of society
Parental demands

9. Year 2: Children Learning Mathematics
By the conclusion of this module, a student will be expected to be able to :
Understand how children develop conceptual understanding and mastery of mathematics and explore appropriate intervention
Trace progression in key ideas and identify equivalent ideas in different forms
Evaluate ways in which subject knowledge can be transformed to made accessible to all learners
Justify specific classroom practices with reference to research and relevant statutory and non-statutory curriculum documentation
Articulate developing priorities for mathematics teaching.

11. Year 3:The Development and Leadership of Primary Mathematics
By the conclusion of this module, a student will be expected to be able to:
understand the role and responsibilities of the curriculum leader in mathematics;
articulate and communicate their vision and philosophy for primary mathematics education;
engage with current debates and thinking relating to good practice in primary mathematics learning and teaching;
develop mathematically rich tasks and experiences for primary children.

12. Year 4: Enhancing Practice through a Specialism
At Level 6:
Critically examine an aspect of personal professional practice
Demonstrate knowledge, conceptual understanding and skills, which underpin the specialist curriculum area under enquiry
Use literature (including research, current national policy documents and inspection findings as appropriate) critically to inform and evaluate aspects of professional practice & values
Formulate and undertake an enquiry into an aspect of learning and teaching in the specified area in the primary context.
And in addition at Level 7:
Raise issues, pose questions and identify problems and concerns related to the professional area under review
Synthesise information in a manner that may be innovative

13. Tensions, questions and next steps
National Curriculum and mastery
Student and tutor ‘buy in’
Cross department understanding of mastery
Definitions of mastery – sources?
Working in partnership
Teacher Standards (what is differentiation? Expectations for subject knowledge)

14. In conclusion 18 month journey Not easily packaged
Not just methodology (changed how we teach as well as what we teach, mastery is an embedded pedagogy)
Transforming the programme … working with PS teams, other subject teams, Link Tutors, School Direct clusters
Keeping up to date with latest initiatives whilst maintaining the academic integrity of the programme
Developing students’ sense of being change agents