to our school in September 2018…
Our vision is for every child to enjoy and succeed in mathematics, regardless of background
Maths Mastery are a non-profit organisation, dedicated to transforming mathematics education in the UK. Launching within a small group of schools in 2012, we’ve grown to work with hundreds of schools across the UK.
Mathematics Mastery was founded by Dr Helen Drury – a pioneer of teaching and learning for mastery in UK schools. Alongside 10 years of classroom experience, Helen began researching how maths education could be improved to break the UK’s cycle of underachievement. This research, evidence and best practice became the foundation for the Mathematics Mastery programme.
Helen was struck by the success of Shanghai and Singapore, where teachers have high expectations for all pupils. Ongoing access to high-quality professional development is also the norm and the curriculum focuses on developing conceptual understanding.
The research behind the programme includes studies into task design, variation theory, concept development and raising achievement. This evidence is explored in Helen’s book, ‘Mastering Mathematics’ and has been distilled into our classroom principles.
Originally established as an Ark venture and launching within a small group of schools in 2012, Mathematics Mastery has expanded to a team of 30 people working with 475 schools across the country. We are now one of the largest maths-focused networks in the UK.
Maths at New Village until then follows a learning journey towards mastery. We support the aims and objectives of the new National Curriculum. We develop our learning through the Fluency -Reasoning – Problem Solving approach using resources from a range of sources (NCETM, White Rose Maths Hub etc)
When children are introduced to a key new concept, they should have the opportunity to build competency in the topic by taking the Concrete – Pictorial – Abstract approach.
Concrete – students should have the opportunity to use concrete objects and manipulatives to help understand what they are doing.
Pictorial – students should then build on this concrete approach by using pictorial representations e.g. bar model. These representations can then be used to reason and solve problems.
Abstract – with the foundations firmly laid, students should be able to move to an abstract approach using numbers and key concepts with confidence.
This is then evidenced on the working walls within each classroom which demonstrate this CPA approach.
An emphasis is also placed on the teaching of new vocabulary. This language is rehearsed and defined.