(Re-)Creating inequality through Teaching for Mastery

Overview & Synopsis

This paper explores the effects of a major policy initiative in England, Teaching for Mastery (TfM), and its potential effects on the mathematical experiences of primary (5 – 11 yrs) pupils. It examines the extent to which a large-scale policy initiative like TfM recreates divisive practices and inequality at classroom level; practices which are deep-rooted in both the psychological and political culture of the English system. We focus particularly on problem solving, making use of Popkewitz’s theorisation of the creation of school subjects. By examining policy documents, illustrated with data from just one teacher interview, we show how TfM produces a particular normalizing pedagogy which inscribes on pupils, and teachers, a very specific version of problem solving, and hence potentially organises pupils’ experiences of mathematics in hierarchical and inequitable ways.