ABSTRACT
This chapter explores some general thoughts about planning, which can be applied to any mathematical topic. In seeking to plan for mathematical thinking, teachers look at some of the ‘rich tweaks’ that have been presented so far and explore what they have in common. In this way, some general principles for planning might become clear. The chapter refers the mastery assessment documents of the National Centre of Excellence for Teaching Mathematics (NCETM), which contains useful information about the ‘markers of mastery’, that is learning behaviours which indicate that a child has understood a topic deeply. According to the NCETM, a pupil really understands a mathematical concept, idea or technique if they can describe it in their own words. Learners of foreign languages know that vocabulary can be passive or active. According to the NCETM, a pupil really understands a mathematical concept, idea or technique if they can make up their own examples of it.
