Mind the gap: Mathematics teaching and learning in Power Maths primary schools in a pandemic autumn

We report Autumn 2020 findings from a 2019-2021 study of impact and use of a ‘mastery’-oriented primary (ages 4-11) mathematics resource, ‘Power Maths’. The study follows 40 classes of primary children and their teachers, in 20 schools, over two years. Following earlier pandemic evidence, more recent data show schools and teachers responding to Autumn ‘mathematics recovery’ challenges in very different ways, with a range of creativity, of solution-focus, and of alignment with the Power Maths-promoted ‘mastery’ approaches, although more complex mathematical processes commonly remained marginalised. Teachers reported that new classroom guidelines severely restricted ‘carpet’ and group work and use of manipulatives. They pervasively referenced identification and addressing of gaps in children’s prior learning. While most teachers expressed concern about the continuing impact on mathematical development, and reduction in confidence, they reported children usually still responding positively to mathematical opportunities to learn, and confidence slowly returning