North Mids Maths Hub
To help improve Ryders Hayes’ mastery approach to teaching Maths, and help implement the 5 Big Ideas of Maths Mastery, Ryders Hayes are having help from the NCETM and working closely alongside the North Mids and Peaks Maths Hub.
The school will be taking part in half termly TRG’s (Teacher Research Groups) with a Maths Mastery Specialist from Pinfold Street Primary. From these groups, teachers will be able to share Mastery teaching strategies and gather resources, ideas and input from the Specialist running the sessions.
We are also fortunate to have Mr Phillips (Year 6 teacher and Maths Subject Leader) working closely with the Maths Hub and he will be undertaking training to become a Maths Mastery Specialist himself this year. This will be of huge benefit to the school as release time is aimed at improving mastery teaching in our own school setting. Through the intensive training sessions, Mr Phillips will be able to disseminate resources to the teachers in school and will be able to ensure our children are getting the best possible start to their Maths learning across all year groups.
The 5 Big Ideas of Maths Mastery will be reflected upon by teachers in their everyday teaching and here’s a flavour of what lies behind them:
Coherence
Representation and Structure
Mathematical Thinking
Fluency
Variation
Coherence
Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.
Representation and Structure
Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation.
Mathematical Thinking
If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others.
Fluency
Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics.
Variation
Variation is two-fold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.
