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How Can Teachers Ensure That Children Make Progress In Their Mastery

789 Words4 Pages

This essay will aim to discuss how teachers can ensure that children make progress in their mastery and mathematical understanding with particular reference to calculation. There will be a particular vocal point towards section 1, which analysed the mastery and mathematical understanding of dividing a two digit number by a one digit number, based on year 3 programme of study. Drawing on a range of relevant literature, research, local and national policy this essay will aim to create a critical view of mastery and mathematical understanding. Analysing the range of pedagogical approaches as well as flexible and inclusive strategies a teacher can use, will highlight how a teacher can develop children’s understanding. According to NCETM (2015) …show more content…

Looking at the example given in section 1, partitioning is not relevant to the example however, when calculating similar examples such as 84 ÷ 7, partitioning and the distributary law will be needed. Some children may struggle with the conceptual understanding that 60 + 14 = 84. Ross (1989) gives a similar example regarding the same concept and implies children may not be able to understand the quantity value when partitioning the number to divide. An example observed in a Kent primary school could resolve this issue in mastery and mathematical understanding. A teacher used Dienne’s block which is a common manipulative that can be used to respond to misconceptions. The teacher shared out the Dienne’s blocks into groups and asked the children to count them out. This could be linked to the children’s developing understanding of …show more content…

McGuiness (1999) discusses how we should pursue the opportunities for open discussion where children can predict, doubt, and question answers to develop their own relational understanding. McGuiness continues to suggest that developing these thinking skills can not only develop the pupils, but the teacher’s development as well. These ideas are a positive way to maintain progress in mastery and mathematical understanding as they can identify gaps in children’s conceptual

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