Hi everyone, I love maths, but I'm getting really confused messages. I'm currently based in Hong Kong and have been teaching internationally since before 2014, so all of my information regarding the implementation and strategies has been second hand or from reading. I was wondering if there is anyone out there in a similar situation? I've done quite a bit of reading around it and have come to these conclusions. I would love to open up a bit of a debate about some of these, because I am definitely open to changing my mindset and would love to find new ways of making it work. Here's what I believe from what I have read, if I am wrong or in any way misguided, please do let me know! The 2014 curriculum is not a mastery curriculum, but alongside the implementation of the curriculum, a mastery approach is also being shown as one way of delivering it. With regards to mastery, I still have a few questions. I have read all the material from the NCETM and watched the videos and sample lessons, I've trialled a version of mastery style lessons in class and I did not get it right at all. My understanding is: The whole class are working on the same thing - I get how this can work in terms of all working on the same learning objective (as opposed to the old APP nightmare of different children on different things), but I found my lessons do not work without differentiation. I now differentiate by depth, which I know is not popular. All children are exposed to reasoning through the starters and plenaries of lessons and problem solving is inherent throughout the curriculum, but if I'm teaching Year 1 addition to 10, then I believe that some children will need to develop their conceptual understanding using physical resources, whilst others are ready to solve missing number problems, or uncover patterns. I would welcome challenges to my ideas as I do not think I've got this right, but have not been able to find a workable way to get the children all working on the same problems. Same day intervention (or rapid intervention) - all of the videos suggest that more time is given to maths for this. I do not have control over the timetable and we cannot just find more time. How are others working this in their school? We can implement booster groups, or do some pre-teaching, but it is not the same thing and not in the spirit of mastery. In terms of curricular approach, we are currently using the Lancashire grids for learning which has a spiral curricular approach, but I am a big fan of the White Rose modular approach. I have been listening to Craig Barton's excellent podcast. Although it is aimed at Secondary, lots of the discussion is relevant, but it seems that there are still huge arguments as to whether it is better to go with a spiral curriculum, or to 'master' one aspect before moving on. A lot of the guests take issue at the idea that you CAN 'master' an aspect of maths. What have people implemented in their schools and what have been the pros and cons? I guess my personal ideal would be: Modular lessons, but carrying on the number throughout the year in the form of games, or puzzles in order to revisit the essentials. Assessment of fluency at the beginning of the module to see who is already fluent and who will need more support. Differentiation in lessons by depth not content, but all children exposed to reasoning and problem solving, but just some children will do more practice to become fluent, whilst others take the concepts and explore it more (not ideal I know). Assessment (possibly diagnostic questions syle) a few weeks after the module to assess retention of information and planning in some sessions/starters/booster groups if necessary. I would love each module to be based on the excellent outline in the White Rose, but it would be great if we could, as a class build towards solving a problem rooted in some kind of context. The first stage would be developing the skills needed, and then guided exploration of the problem, before the whole class explores and presents their findings. Most of the lessons would be building essential skills as outlined by the White Rose guidance, but some lessons would be given over to problem solving or reasoning tasks. I can imagine that people have quite a bit to say, including criticisms of this, and I would really welcome it. This is not what I currently do, but based on my reading, this seems like a decent solution. I would welcome links to reading/blogs/websites with any relevant information on this. Thanks to anyone who does help, I've posted on TES before and got some quite rude responses. I just want to say, I know these ideas need work and may be wrong. I am just looking for advice and any would be greatly appreciated! Kind regards, Joe TL/DR: From an outside perspective there seems to be mixed signals coming from the UK over maths teaching. How are people in the mix finding it and do they have any advice?