Changing teachers’ beliefs through the whole-class approach of a mastery maths programme

This presentation reports on a two year collaborative research project with teacher researchers in primary schools in England who were implementing a Singapore mastery maths approach. The study used video of lessons and stimulated recall interviews with the teachers. Through collaborative analysis with teacher researchers the study identified changes in the strategies the teachers used but also in their embedded beliefs about the nature of maths and the possibility that virtually all of their children can succeed in maths