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The conversation explains how prioritisation curriculum materials intensify mathematical terminology, strengthen reasoning by reducing “wooliness,” and embed stem sentences and generalisations. 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I'm Julia Thomson [JT] from the NCETM Communications Team. Today I'm going to be speaking to Victoria Moore [VM], Maths Lead at Usworth Colliery Primary School in Tyne and Wear. I spoke to Victoria a few weeks ago about her school's journey towards a mastery approach in maths.  \nJT: One of the things that really interested me when we spoke was the impact on vocabulary and children’s speech and language that taking the mastery approach brought about in her school. I think it's a topic that teachers will be really interested in.  \nSo thank you for talking to me today, Victoria.  \nFirst of all, can you tell me a little bit about you, your school and its context?  \nVM: I've been Maths Lead at Usworth Colliery since about 2016 and I've really seen this journey from mastery all the way through, from Mastery Readiness to being a Mastery Specialist now.  \nWe are a two-form entry primary school in the North East of England, so we go from Reception right up to Year 6, and we also have within our setting an ASD base, so we have children from across the authority who come and access our school, in the mainstream lessons and also in some very specialised provision as well.  \nWe've got a Thrive provision too for children who have got quite severe EBD needs, and both of those provisions are expanding in September, so it's a really interesting and lively school to be in.  \nWe're in the North East of England, we're an old colliery town and we're an area really of quite high social deprivation. We've got around about 47% of children on Pupil Premium at the moment and within that, some of the children have got a real variety in the support that they access at home, but we tend to find that often they can lack really high-level academic vocabulary input at home, despite having other support. So really that's why that was such a big push for us to work on this year.  \nJT: So, for those listening who are unfamiliar with teaching for mastery, can you explain how the use and teaching of mathematical language is different from how it might have been previously?  \nVM: Yes. We've used various different schemes over the years, various different resources or textbooks, and really the whole approach for us adopting the NCETM prioritisation curriculum has been the biggest change, because that really does push a very high level of mathematical vocabulary. Previously we've found that children struggle to reason about what they're learning in maths because they might lack some of the appropriate terminology.  \nThe prioritisation curriculum pushes that up to the next level and it really gives the children the language and the terminology that they need to be able to reason accurately and take sort of 'wooliness' away from them.  \nWe also find that stem sentences and generalisations are really , really embedded in these materials, and they really support our children through reasoning through maths, and this ambitious terminology, which sometimes seemed a little bit counterproductive when we know our children lack a breadth of vocabulary, to suddenly give them all these high-level terms. But , actually, it's really focused their thinking and their ability to reason by being able to use the correct the correct terminology.  \nJT: And just as a bit of context for people listening, the language is very ambitious, isn't it? There's language that many adults, many teachers, wouldn't necessarily understand.  \nVM: Yeah, we've got children in Key Stage 1 who are using the word 'commutative' . We've got children who can explain the difference between the distributive and the associative law of multiplication.  \nRegularly, children can talk about dividends, divisors, quotients, subtrahends, addends, something that we might touch on in Year 1, children using augmentation and aggregation in their everyday maths lessons, which just seems mind-blowing. But it's really helped them to think","cbCaivxf4nejS3Ih","https://ap.wps.com/l/cbCaivxf4nejS3Ih","pdf",104330,"English","# NCETM Podcast Episode 71\n## Maths vocabulary and mastery\n## Mathematical language for reasoning\n## School context and vocabulary development","[{\"question\":\"What change made the biggest difference to mathematical vocabulary in the school?\",\"answer\":\"Adopting the NCETM prioritisation curriculum pushed a very high level of mathematical vocabulary and supported pupils in reasoning more accurately.\"},{\"question\":\"How does mathematical language support pupils’ reasoning in maths?\",\"answer\":\"The materials include terminology, stem sentences, and generalisations that help children reason precisely and remove “wooliness” from their understanding.\"},{\"question\":\"Why was improving academic vocabulary a priority for this school?\",\"answer\":\"The school serves an area of high social deprivation, where many children may lack high-level academic vocabulary input at home despite receiving other support.\"}]","NCETM Podcast Episode 71 - Maths vocabulary - master the language | PDF",1790625669,13]