Mathematics Mastery Provision Framework
KEY ASPECTS
Tasks
Are designed with the same
learning objective in mind for
all pupils to master
Or
Are designed with the same
learning opportunities for all
pupils to experience.
Teacher
Pupils
Pupils’ learning is outstanding (Ofsted 2012)
because...
Conveys the message that
progress is made through
engagement and effort
Have high aspirations, believe they
can achieve and work hard in order
to do so
There are very high expectations which are explicit
Expects every pupil to succeed
Want to learn and enjoy learning
Everyone feels safe and contributes to a safe and
positive learning environment
Is enthusiastic about the
learning expected
There are very high levels of collaboration, courtesy
and cooperation
Pupils are calm, orderly and considerate
Pupils’ attitudes are enthusiastic and positive
Pupils show high levels of engagement and interest
High expectations
of engagement and
attainment for every child
Support through increasing
level of scaffolding, modelling
and structure
Extend through further
developing depth of language,
conceptual understanding or
mathematical thinking
Teaches ‘fewer topics in greater
depth’
Explore mathematics and ask
questions to deepen their
appreciation of the subject
Differentiates through,
scaffolding, questioning, and use
of concrete and pictorial
representations - in preference
to offering different tasks to
different pupils
Supports pupils in making
connections between
representations and exploring
their limitations and affordances
Has a full understanding where
and why this lesson falls in the
sequence and in the longer
term development of pupils’
mathematical understanding
Fewer topics, greater
depth
Develop communication of
mathematical ideas,
justifications and proofs
Depth of mastery for all
Students know how to improve work
Pupils’ understanding is systematically and effectively
checked
Marking and constructive feedback is frequent and
high quality
Manipulate concrete objects or use
pictorial representations to deepen
their understanding
Students acquire knowledge quickly and in depth, with
a high level of understanding and excellent subject
knowledge
Make links between concrete,
pictorial and abstract representations
Link new learning to previous
learning in mathematics, other
subjects and beyond school
Anticipates and incorporates
misconceptions and inaccuracies
Demonstrate conceptual
understanding through applying
concepts/skills in unfamiliar contexts
Uses modelling to support
pupils in developing
independence in their
mathematical recording
Participate in pair/group discussion
tasks and are involved in class
questioning/discussion
Teaching of reading, writing and communication is
exceptional
Speak in full sentences
Models expected language use
clearly and accurately
Develop mathematical
thinking and ability to
generalise
Ensures every pupil participates
in active thinking, through a
variety of appropriate
questioning techniques
Involve pupils in generalising by
comparing and classifying
mathematical objects or
conjecturing about what might
be sometimes, always or never
true
Every opportunity
is used to develop
mathematical problem
solving
Intervention is anticipated and occurs which impacts on
learning
Individual needs are matched accurately
Immediately acts on assessment
from questioning and
observation, with LSA support
Develop conceptual
understanding through
multiple representations and
connections
Task are challenging and enable all pupils to make
progress
Use correct mathematical
terminology
Do as much of the cognitive work –
the writing, thinking, analysing and
talking – as possible
Seek general patterns and create
examples
Ensure that lesson time is
purposefully used from the
very start (e.g. Do Now)
Plans what pupils will be doing
at every point on the lesson, so
no time is wasted
Participate fully
Have a clear purpose of
increasing fluency or
developing problem solving
Ensures delivery is pacey
Work independently for some of the
lesson
Clearly distinguishes between
teacher exposition (telling) and
the introduction of problems to
be solved, minimising teacher
talk
Students think deeply, have clear personal values and
are open to new ideas
Collaborate, discussing their thinking
Demonstrate mastery and the ability
to ‘go it alone’
Planning is astute
Time is used very well
Every opportunity is used to successfully develop crucial
skills (including literacy and numeracy)
Lessons proceed without interruption
Appropriate independent learning tasks are set
Pupils are resilient, confident and independent
Well judged and often imaginative teaching strategies
are used
Appropriate and regular homework contributes very
well to pupils’ learning
Almost all groups of pupils make rapid and sustained
progress
Attainment and progress
Because of all the above...
Attainment is at least in line with national averages for
almost all groups of pupils
The gap between different groups is closing rapidly
Copyright © Mathematics Mastery 2012
Intended for use in Mathematics Mastery Professional Development Community member schools, as part of a comprehensive approach to mathematics education.
Not to be used in isolation.
6 December 2012
Copyright © Mathematics Mastery 2012
Intended for use in Mathematics Mastery Professional Development Community member schools, as part of a comprehensive approach to mathematics education.
Not to be used in isolation.
6 December 2012