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Success in Maths for every child: the impact of Mathematics Mastery at Jubilee Primary School - Chloe Wardle


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Mathematics Mastery is a not-for-profit programme, with a mission to address educational disadvantage by promoting, developing, researching and supporting a mastery approach to mathematics teaching.

Published in: Education, Technology

Success in Maths for every child: the impact of Mathematics Mastery at Jubilee Primary School - Chloe Wardle

  1. 1. Success in maths for every child: the impact of Mathematics Mastery at Jubilee Primary School Challenge Partners Summer conference 9th July 2013
  2. 2. Jubilee Primary school • 32% FSM, 64% EAL and 36% SEN • Raise expectations and attainment in Maths • Improve understanding of mathematical concepts to support problem solving
  3. 3. Jubilee Primary School and Mathematics Mastery • Overview of the Maths Mastery programme • The impact of Maths Mastery at Jubilee
  4. 4. Birmingham (6) Suffolk (3) London (70) Portsmouth (1) Essex (1) Slough (1) Primary Schools implementing Mathematics Mastery Kent (5) Norfolk (1) 2012-2013 30 Primary schools (7 secondary schools) 2013-2014 88 Primary schools (40 secondary schools)
  5. 5. 400 420 440 460 480 500 520 540 560 580 600 Could do better…
  6. 6. Transforming Achievement Together Mastery for all Problem solving at the heart Conceptual understanding Language and communication Mathematical thinking Conceptual understanding Mathematical problem solving
  7. 7. Maths Mastery is not a scheme of work It provides planning resources which teachers need to adapt for the needs of their class.
  8. 8. Key lesson features • Mastering mathematical understanding • Mastering mathematical thinking • Mastering mathematical language
  9. 9. Mastering mathematical understanding Every concept, lesson or unit follows the Concrete-Pictorial-Abstract approach Concrete- The DOING stage • A child is first introduced to an idea or a skill by acting it out with real objects. This is a 'hands on' component using real objects and it is the foundation for conceptual understanding. Pictorial-The SEEING stage • A child has sufficiently understood the hands-on experiences performed and can now relate them to representations, such as a diagram or picture of the problem. Abstract – The SYMBOLIC stage • A child is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6
  10. 10. Concrete-Pictorial-Abstract
  11. 11. Concrete-Pictorial-Abstract Let’s look it in action!
  12. 12. Key lesson features • Mastering mathematical thinking How can the following question be turned from closed to open to get pupils thinking? 12 + 5 =
  13. 13. Mastering mathematical thinking Let’s look at it in action!
  14. 14. Key lesson features Mastering mathematical language
  15. 15. Mastering mathematical language
  16. 16. Mastering mathematical language Let’s look at it in action!
  17. 17. Mathematics Mastery: the impact at Jubilee • Teachers’ understanding and knowledge • Children’s understanding and knowledge • Raising attainment • Spreading good practice through the school
  18. 18. Transforming Teachers’ Understanding Online toolkit: Regional cluster groups • Task banks for every lesson • Blogs and shared experiences • Videos and students’ work • School visits • Collaborative planning In school development days • Observations • Action planning • Extra resources to support us
  19. 19. How has teaching Maths Mastery impacted on your understanding and knowledge? The CPA approach is very effective. The programme has really highlighted the value of using concrete resources to me. I have fallen in love with number beads and Diennes! I think all the pictures provided within the flipcharts and on activity sheets are brilliant for explaining and consolidating the children's understanding of place value
  20. 20. Children’s understanding and knowledge • Knowledge of key number facts • Place Value
  21. 21. Children’s understanding and knowledge
  22. 22. Children’s understanding and knowledge
  23. 23. Raising attainment • Spruce Class APS difference: 4.12 • Pine Class APS difference: 5.38 Year group began below national expectations and are now in-line. Ready to soar in Year 2!
  24. 24. Sharing good practice through the school • CPA • Renewed focus on problem solving • Language for thinking
  25. 25. Questions