Teaching Mathematics Through Problem Solving

Exploring Mastery in Secondary Mathematics:

Insights from TIMSS 2023 and Local Collaborative Learning

The Trends in International Mathematics and Science Study (TIMSS) is a global assessment that tracks student performance in mathematics, science and reading across over 70 countries. Conducted regularly since 1995, it provides valuable insights into trends in student achievement worldwide.

The latest TIMSS 2023 results reveal England’s performance in Year 9 mathematics, which is divided into three key areas: Knowing (35%), Applying (40%), and Reasoning (25%). These results highlight the areas where students excel and where further development is needed, especially when considering international teaching approaches.

Here is a table of the top ten performing countries in year 9.

One such approach is teaching for mastery, particularly prevalent in Eastern Asia. This strategy emphasises deep understanding and problem-solving skills, rather than surface-level memorisation. An example of this approach is the method of neriage, a Japanese term for group discussions and collaborative problem-solving. In neriage, students are encouraged to solve problems individually first, and then engage in a whole-class discussion to refine and share their solutions. This encourages critical thinking and a deeper understanding of mathematical concepts.

A recent collaborative session at PGHS provided an opportunity for mathematics teachers from local schools to work together on embedding this approach in secondary mathematics teaching. Two mastery maths specialists delivered a live lesson to Year 7 students on the concept of speed, utilising problem-solving techniques. The challenge was to determine which student was the fastest in a race, based solely on their recorded times.

Initially, the students used the times to come up with possible solutions. More information was then provided, such as the distances and times for each student. The students worked collaboratively to solve the problem and discovered that to accurately compare the students’ speed, they needed to have one key piece of information in common—the speed, which could be found by calculating the distance covered in one second. This problem-solving approach mirrored the neriage technique, where students’ individual solutions were shared and refined as part of the whole-class discussion.

This collaborative and problem-solving approach to teaching mathematics aligns with the principles of teaching for mastery seen in Eastern Asia. By focusing on understanding the underlying concepts, such as speed in this case, students are equipped with the tools to solve more complex problems in the future.

The success of the session at PGHS demonstrates the power of collaborative learning and mastery teaching techniques. By continuing to adopt and embed these strategies, we can ensure that students develop a deeper understanding of mathematics, ultimately improving performance in both national and international assessments like TIMSS.

Mrs Bennett

Maths Department

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  • Artsmark Platinum Award - Awards by Arts Council England
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  • International School Award
  • Artsmark Platinum Award - Awards by Arts Council England
  • Lancashire Socio-economic Equality Badge
  • SMART
  • UNICEF
  • School Mental Health Award
  • Ofsted - Outstanding Provider
  • International School Award