Emaths - Free Resources for Mathematics Teachers and Students

How can we meet the needs of all pupils without differentiation of lesson content? How can we record progress without levels? Thoughts on topical issues of mathematics education from the NCETM’s Director, Charlie Stripp I believe that if we are to adopt a teaching for mastery approach to maths teaching, consistent with the new National Curriculum, we must answer these questions. Many primary teachers have asked my NCETM colleagues and me these questions, and this blog explains our current thinking. We have been informed by the National Curriculum document itself, by teaching we have observed and by the textbooks used in regions and countries that teach maths very successfully, such as Shanghai and Singapore. I also believe the answers to these questions have the potential to reduce teacher workload, as well as improving the mathematical learning of their pupils. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Secure mathematical understanding is developed through doing maths in ways that engage pupils in deep thinking. This can be achieved by:

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