‘Mastery’ is central to current policy in mathematics education in England, influenced by East Asian success in transnational assessments. We scrutinise the prospects for mastery pedagogies to improve pupil attainment in English primary schools. The Mathematics Teacher Exchange (MTE)—an element of the mastery innovation—involves teachers visiting Shanghai and then hosting Shanghai teachers in their schools. Informed by programme evaluation, core component practices are analysed, which were implemented by schools belonging to the first cohort of MTE schools. These consist of: varied and interactive teaching; meaningful and coherent mathematical activity; and full curriculum access for all. These elements are supported, optimally, by collaborative, embedded, and mathematically focused professional development. Details of the implemented pedagogy and forms of professional development are reported. Differences from prevailing practice in primary mathematics in England are highlighted. Evidence is reviewed from quasi-experimental trials, reviews and meta-analyses, and rigorous observational studies of the efficacy of practices similar to the MTE mastery pedagogy components in order to assess the prospects for increases in pupil attainment. The analysis suggests that many of the specific practices, if considered individually, have the potential to improve attainment, though overall policy ambitions may not be realised. Based on the review, component practices are identified for which existing evidence justifies immediate implementation by schools and teachers. In addition, practices that would benefit from further testing and evaluation are highlighted.

This study examined stumbling corrective (tripping) responses to mechanical disturbances applied to the foot during stepping in healthy human infants, in whom independent walking had not yet developed. During treadmill‐elicited stepping, a foam‐padded baton instrumented with a force transducer was used to deliver light touches to either the dorsum or the side of the foot at various times of the step cycle. Disturbances to the dorsum of the foot during the swing phase resulted in a general enhancement of flexor activity, including a significant facilitation in the tibialis anterior muscle and an increase in knee flexion during swing. There was also an increase in step cycle duration. Stance phase disturbances resulted in a significant inhibitory effect in the quadriceps muscle and after early stance disturbances, a significant prolongation of the stance phase duration. Disturbances applied to the side of the foot during the swing phase of forward stepping did not result in any effect on the kinematic pattern. If the infant was stepping sideways, however, disturbances to the side of the foot resulted in an increase in flexion during the swing phase. The results show that infants have a phase‐dependent reflex response to light touches applied to the foot. Furthermore, the reflex response is location specific and task specific. Thus, much of the sophistication necessary for controlling sensory inputs in walking is present well before the onset of independent walking.

. Previous results from this laboratory have shown that human infants (Ͻ12 mo old) respond appropriately to transient changes in sensory input during stepping. We examined how infants adapted to a more enduring change in sensory input by applying load to one limb during stepping. A small weight (500 -900 g) was strapped around the lower leg of infants aged 3-11 mo. Stepping with the weight on was recorded on the treadmill for a period of 0.5-3 min. The weight was then quickly detached during stepping, and the immediate response to unexpected loss of the weight recorded. Three-segment dynamic analysis of leg motion was used to estimate hip, knee, and ankle torques during swing in the sagittal plane. All infants adapted to the additional load on the leg by immediately increasing the generation of hip and knee flexor muscle torques. When the weight was removed, 7 of the 22 infants tested exhibited an after-effect (high stepping) in the first step after removal of the weight. The after-effect was manifested as an increase in toe trajectory height and hip flexion and coincided with higher hip flexor muscle torque in early swing. In an additional series of control experiments using seven infants, after-effects were shown to be unrelated to a sudden change in cutaneous input with removal of the weight. The presence of an after-effect indicates that some infants made an enduring adaptation to their stepping pattern that is revealed with the unexpected removal of the weight.

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