How might a mastery style of teaching in mathematics lead to deeper understanding and sustained levels of attainment? A comparative case study of the implementation of the mastery approach in primary schools in England compared to the approach used in Shanghai.

The ‘mastery’ approach for the teaching of mathematics in primary schools has been advocated by the UK government stating it will develop deeper understanding and sustained learning for pupils. The approach, emulated from countries which have scored highly in international testing, has seen varied implementation in England. This research aims to compare the understanding of the mastery approach and its implementation in two English primary schools to the approach to teaching mathematics in Shanghai. The findings suggest that the implementation must be supported by relevant and ongoing training in both subject and pedagogical knowledge in mathematics for all practitioners.