At Little Marlow school we believe that every child is a mathematician and so follow a mastery approach across all year groups. We learn through discovery and trial and error, often preferring the journey to get to the answer rather than the outcome. We approach each unit with discussion and the use of a variety of resources, in order to cater to all abilities. This fosters a love of mathematics, which in turn creates confident and competent mathematicians, as they will have built up a diverse bank of strategies to tackle a range of problems.
At Holy Trinity, our aim is for all pupils to think mathematically – helping us to shape assured, happy and resilient mathematicians, who relish the challenge of maths. We do this through the use of ‘teaching for mastery.’ Our mastery curriculum provides pupils with a deep understanding of the subject, through a concrete, pictorial and abstract approach. This ensures pupils fully understand what they are learning and flourish into effective mathematicians.
The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering math. Achieving mastery means acquiring a solid enough understanding of the math that’s been taught to enable pupils to move on to more advanced material. (NCTEM)