Understandings and perceptions of mastery approaches to mathematics: the case of beginning secondary teachers

This study reports on the perceptions and understanding of beginning teachers regarding mastery approaches to teaching mathematics to 11–16-year-olds. It draws on qualitative data from six semi-structured interviews using vignettes designed to interrogate teachers’ understanding of the features of mastery learning within their practice. The data were transcribed and analysed thematically, drawing on the literature in the field. Whilst capturing the full complexity of beginning teachers’ perceptions and understanding is beyond the scope of this study, the data provides insight into these teachers’ experiences at a time when mastery learning discourse is prominent in England. The study found that beginning teachers had different interpretations of the principles of mastery learning. It also found tensions between beginning teachers’ beliefs, practice, professional knowledge and sense of agency in their developing classroom roles. Some beginning teachers found it challenging to talk about pedagogy and had continuing misconceptions about teaching and mastery approaches.

Hyde, Rosalyn

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Manchester, University

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Chester, University

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Hyde, Rosalyn

a8c0ae26-bcbf-4ce4-96cc-16fe07447f8e

Manchester, University

b66e6eb5-c9ff-4f89-a256-9a911476edcb

Chester, University

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Hyde, Rosalyn, Manchester, University and Chester, University (2021) Understandings and perceptions of mastery approaches to mathematics: the case of beginning secondary teachers. In Proceedings of the British Society for Research into Learning Mathematics. vol. 41, 6 pp .

Record type: Conference or Workshop Item (Paper)