A focus on Teaching for Mastery

In her first article as the NCETM Director for Secondary Mathematics, Nic Trubridge had the following reflections to make about the secondary maths landscape: 

"Stepping into the role of the NCETM’s Director for Secondary Mathematics has given me the privilege of seeing, up close, the commitment and expertise that characterise secondary maths teaching across the country. In my first few weeks, I’ve spoken with teachers, heads of department, Maths Hub Leads and Mastery Specialists, and a consistent message has emerged: secondary maths is at a pivotal moment.

There is a shared determination across schools to ensure that every young person, regardless of background, prior attainment or postcode, experiences a coherent, connected and empowering maths education.

I’m especially struck by how strongly teachers want to build on the principles of teaching for mastery as a long‑term approach to deepening mathematical understanding for all, not as an imposed model but as a ground-up development, informed by the NCETM’s The Essence of Mathematics Teaching for Mastery. I’ve seen departments working collaboratively to refine curriculum sequencing, strengthen mathematical talk and ensure that representations and structures are used coherently across Key Stages 3 and 4. These conversations are thoughtful, ambitious, suited to the context and grounded in what we know works."

As the Maths Hub network enters its 12th year, it is clear that there is still varying understanding amongst teachers and leaders of what teaching for mastery actually is, and what it is not. With that in mind, we thought we would revisit teaching for mastery by signposting you to some evidence, illustration and exemplifications available over on the NCETM website. This feels particularly timely, as we await the new national curriculum for maths, to be able to see how teaching for mastery aligns with the expected proposals.