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

Success in maths for every child:

the impact of Mathematics Mastery at Jubilee Primary

School

Challenge Partners Summer conference9th July 2013

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

Jubilee Primary School and Mathematics Mastery

• Overview of the Maths Mastery programme

• The impact of Maths Mastery at Jubilee

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)

China: Sh

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Singa

pore

Hong Kong

Korea

Chinese ta

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Finlan

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Liech

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Switz

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Canad

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Netherl

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China: Maca

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New Ze

aland

Belgium

Australi

a

German

y

Estonia

Icelan

d

Denmark

Slove

nia

Norway

France

Austria

PISA av

erage

Poland

Sewden

Czech Rep

ublic

United Kingd

om400

420

440

460

480

500

520

540

560

580

600

Could do better…

Transforming Achievement Together

Mastery for all

Problem solving at the heart

Conceptual understanding

Language and communication

Mathematical thinking

Conceptual understanding

Mathematical problemsolving

Maths Mastery is not a scheme of work

It provides planning resources which teachers need to adapt for the needs of their class.

Key lesson features

• Mastering mathematical understanding• Mastering mathematical thinking• Mastering mathematical language

Mastering mathematical understandingEvery concept, lesson or unit follows theConcrete-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

Concrete-Pictorial-Abstract

Concrete-Pictorial-AbstractLet’s look it in action!

Key lesson features• Mastering mathematical thinking

How can the following question be turned from closed to open to get pupils thinking?

12 + 5 =

Mastering mathematical thinking

Let’s look at it in action!

Key lesson featuresMastering mathematical language

Mastering mathematical language

Mastering mathematical language

Let’s look at it in action!

Mathematics Mastery: the impact at Jubilee

• Teachers’ understanding and knowledge• Children’s understanding and knowledge• Raising attainment• Spreading good practice

through the school

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

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

Children’s understanding and knowledge

• Knowledge of key number facts

• Place Value

Children’s understanding and knowledge

Children’s understanding and knowledge

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!

Sharing good practice through the school

• CPA• Renewed focus on problem solving• Language for thinking

Questions

www.mathematicsmastery.org