Maths

Introduction 

The Liverpool Counts Quality Mark is part of a varied programme of strategies targeted at improving maths results for the city’s children. 

The specific remit of the Quality Mark is to tackle the negative attitudes towards numeracy and mathematics which are prevalent in many areas of our society. 

We aim to challenge these widely held views and promote a culture where people readily understand the impact good numeracy skills and mathematics qualifications can have on the social, financial, health and employment aspects of their lives. 

We also aim to support teachers and other adults in our schools to encourage pupils to make connections in their numeracy and mathematics lessons to real life contexts and with other areas of their school experiences. 

Maths Mastery 

What do we mean by ‘mastery’? 

The essential idea behind ‘mastery’ is that all children need a deep understanding of the mathematics they are learning so that: 

• future mathematical learning is built on solid foundations which do not need to be re-taught; 
• there is no need for separate catch-up programmes due to some children falling behind;
• children who, under other teaching approaches, can often fall a long way behind, are better able to keep up with their peers, so that gaps in attainment are narrowed whilst the attainment of all is raised. 

Four ways in which the term mastery is being used: 

A mastery approach; a set of principles and beliefs. 

1. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ‘just no good at maths.’ With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve in and enjoy mathematics. 
2. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ‘just no good at maths.’ With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve in and enjoy mathematics. 
3. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ‘just no good at maths.’ With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve in and enjoy mathematics. 
4. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ‘just no good at maths.’ With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve in and enjoy mathematics. 

Challenging negative attitudes towards numeracy and mathematics 

“We strongly believe that the key to improving outcomes – educational, social and work related – for our young people is to focus on and challenge poor and negative attitudes towards numeracy and mathematics in schools, at home, in local communities and in the media.”  – National Numeracy 

“Good numeracy is the best protection against unemployment, low wages and poor health”.   Andreas Schleicher – Education Director OECD 

 “We firmly believe that if we tackle the ‘can’t do maths’ culture in our schools and communities with a challenging, consistent and persistent approach, we will improve the educational and employment outcomes for the young people of Liverpool.”  Judith Lang and Dave Carden – Liverpool Counts 

Making a difference from day one: Top Tips 

• Be aware of what you say about maths, especially around children. 
• Challenge ANYONE that you hear making negative comments about maths. 
• Any time you hear celebrities in the media saying that they ‘can’t do maths’, or making negative comments about maths, discuss it with pupils. 
• Share your own enjoyment of maths and highlight when you have used it in everyday life. 
• Dispel the myth that there is a maths gene and that only a few people can be good at maths.
• Encourage parents to be positive- share ‘top tips’ with them including praising effort with maths not just achievement!