The Mathematics Mastery curriculum is cumulative - each school year begins with a focus on the concepts and skills that have the most connections, and this concept is then applied and connected throughout the school year to consolidate learning. This gives pupils the opportunity to ‘master maths’; by using previous learning throughout the school year, they are able to develop mathematical fluency and conceptual understanding.

Mindset is defined as a set of beliefs that determine somebody’s behaviour and outlook in life, and can be split into two types – a fixed mindset and a growth mindset. 

Fixed mindset - this is someone who believes ability and intelligence are things that you are born with. They believe natural talent alone creates success and one doesn't need to put much effort into achieving things they are naturally good at. People with a fixed mindset tend to give up easily with tasks, as they get upset by mistakes, and are afraid of challenges and failure.

Growth mindset - this is someone who believes intelligence and ability can be developed over time through effort, dedication and hard work. They tend to persevere with tasks and enjoy challenges due to the belief that effort needs to be expended to learn. People with a growth mindset believe they can be successful if they apply effort and hard work, and are more likely to continue working hard despite setbacks.

So how does this relate to maths? In the UK, our attitude towards maths is very much in a fixed mindset. We often hear people say they are ‘rubbish at maths’, but if children hear this, it could encourage them to believe that maths isn’t important.

We promote a growth mindset belief – that all children can achieve regardless of their background. To encourage children to develop a growth mindset around maths, the way in which we speak to pupils is very important.