Mastery in mathematics

What does research suggest about the issues and evidence around ‘mastery’ in mathematics in England?

‘Mastery’ is used to mean multiple different things in research, practice and policy
Looking at different aspects of ‘mastery’ separately rather than conflating them may be useful to teachers
Some suggested areas of effectiveness include: responsive teaching; formative assessment; interactive dialogue; models and representations; substantial whole class teaching in multiple part lessons; and teaching for depth and meaning
The limited evidence on applying East Asian mastery approaches in England indicates a positive effect on attainment
Considering PISA outcomes and importing approaches grounded in different contexts may ignore the effects of cultural and social issues specific to each jurisdiction; Western models of successful mathematics teaching as measured by PISA outcomes also exist
Engaging with mastery approaches can boost the confidence and mathematical understanding of teachers, particularly those who are less comfortable teaching mathematics

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