Opportunities for Non-Routine Problem-Solving within a Teaching for Mastery Approach in Primary Mathematics

Abstract

Non-routine problem-solving (NRPS) has long been recognised as a crucial component of mathematics education and has been associated with a wide range of benefits for pupils. However, educators invariably find this difficult to implement successfully in the mathematics classroom, partly due to a lack of understanding in the education world regarding what activities constitute a ‘problem’. In recent years, the focus on NRPS in England has taken place in the context of the Teaching for Mastery (TfM) reform, which was ‘borrowed’ from nations with high mathematical outcomes in International large-scale assessments in hopes of replicating their success. This has come at a significant cost to UK taxpayers and has caused significant upheaval for schools, however, it is unclear from the current research base whether this has culminated in any substantial benefits for pupils. Furthermore, no research has examined opportunities for NRPS within a TfM approach.
This study aimed to contribute to this gap in the research by exploring opportunities for NRPS within a TfM-aligned programme (White Rose Maths [WRM]). A mixed methods approach involving content analysis was utilised, supplemented by a case study comprising interviews in one school in North-East England. The findings indicate that there are few opportunities for pupils to solve non-routine problems within the WRM materials, and where these are provided, teachers may ‘scaffold away’ challenges, rendering tasks fairly straightforward. The participants held incomplete understandings of NRPS and TfM, and also reported low fidelity to WRM materials in their school, reducing the opportunities for teaching with variation (as one aspect of a TfM approach).