Making Sense of 'Mastery': Understandings of a Policy Term among a Sample of Teachers in England

Autor/inn/en	Simpson, Adrian; Wang, Yuqian
Titel	Making Sense of 'Mastery': Understandings of a Policy Term among a Sample of Teachers in England
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 2, S.581-600 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simpson, Adrian) ORCID (Wang, Yuqian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-021-10178-x
Schlagwörter	Mastery Learning; Educational Policy; Foreign Countries; Policy Analysis; Curriculum Development; Mathematics Education; Secondary School Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Ausland; Politikfeldanalyse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mathematische Bildung
Abstract	This paper considers the term 'mastery' as used in mathematics education across different times and locations. A case study from England is offered to show how these pedagogical approaches morph as they move from one territory to another, in the context of each territory's history. The paper first examines English policy documents, research and published curricula for their use of the term. This suggests that 'mastery' in England has become associated with mathematics teaching practices used in high-performing territories such as Singapore and Shanghai (China). But, the efforts to transport approaches predominately from East Asian sources, against the background of an existing Western set of meanings for the term, have led to considerable inconsistency in interpretations and definitions of the 'mastery approach'. A subsequent case study of eight teachers involved in developing mastery approaches in England explores how they make sense of 'mastery' in the context of these inconsistent messages. We suggest that this generates challenges for teachers tasked with implementing mastery approaches, with the danger that anything can be done in the name of mastery. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01