ABSTRACT
This chapter explores variation theory in greater depth and will support classroom practice and lesson design. Fluency is one aim of the mathematics National Curriculum (DfE) and is described as ‘conceptual understanding and the ability to recall and apply knowledge rapidly and accurately’. ‘Mastery’ hit the headlines in 2014 when the first Shanghai–England teacher-exchange programme, funded by the DfE, took place. The chapter aims to support early career teachers to deepen their understanding of a teaching for mastery’ approach approach with a view to thoughtfully addressing the ongoing concern of improving standards in mathematics teaching and learning. The importance of connecting new mathematical ideas to existing ones is highlighted by Hodgen and referred to as coherence. Morgan expounds this, saying that coherence relies upon a ‘comprehensive, detailed conceptual journey through the mathematics with a focus on mathematical relationships and making connections’.
