Teachers’ interpretations and classroom practices in relation to ‘mastery’ teaching in mathematics: a case study of one English secondary school

Scott, Rebecca (2023). Teachers’ interpretations and classroom practices in relation to ‘mastery’ teaching in mathematics: a case study of one English secondary school. Student dissertation for The Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth.

This dissertation was produced by a student studying the Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth. The research showcased here achieved a Distinction.
Please note that this student dissertation is made available in the format that it was submitted for examination, thus the author has not been able to correct errors and/or departures from academic standards in areas such as referencing.
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DOI: https://doi.org/10.21954/ou.ro.000175ba

Abstract

Through a case study analysis of one English secondary school, this dissertation aims to understand teachers’ interpretations of mastery mathematics teaching; a pedagogical approach adopted by some schools in England, in the hope to emulate the academic successes of pupils in South-East Asia. A literature review revealed, although the principles of mastery are consistent, the finer details and depth of knowledge needed to deliver them in practice is unclear. Through interviews and policy documents, the study explores modifications teachers make as part of their classroom practice, variables they consider when making adaptations, and perceived evidence of mastery on pupil progress.