Anders, Jake

Buzzeo, Jonathan

Dorsett, Richard

George, Anitha

Hudson-Sharp, Nathan

Munro-Lott, Naomi

Rolfe, Heather

Stokes, Lucy

Digital Education Resource Archive

Mathematical Reasoning (re-grant)The Mathematical Reasoning programme aims to improve mathematicalattainment by developing pupils’ understanding of the logical principles underlyingmathematics. The Literacy and Morphemes programme aims to improve pupils’spelling and reading comprehension. Both programmes are delivered to year 2pupils during normal lesson time. Oxford University and NCETM1+Pupils7419Schools160Grant£380,000Independent EvaluatorNIESRThemes  Developing effective learnersDeStaff deployment & developmentStMathematicsMMathssubjectKey Stage 1key stageEEF SummaryPrevious studies suggested both programmes offered affordable approaches toimproving pupil outcomes. Based on this, the EEF funded a trial (ImprovingLiteracy and Numeracy in KS1) to test the impact of the two programmes underdeveloper-led conditions. Pupils receiving Mathematical Reasoning made an additional three months’ progress in mathscompared to other pupils in comparison schools. There was no evidence that Literacy and Morphemes improved spelling orreading outcomes.The EEF then funded a follow-up evaluation which examined the impact of a scalable version of Mathematical Reasoning in alarger number of schools and with less involvement from the original developer (co-funded by the Worshipful Company ofActuaries). The National Centre for Excellence in the Teaching of Mathematics (NCETM) helped to develop the training model,and coordinated its delivery through its national network of ‘Maths Hubs’ (partnerships of schools focused on maths education). Inthis second, larger trial, pupils who received Mathematical Reasoning made the equivalent of one additional month’s progress inmaths, on average, compared to other children.There are some differences between the two projects which may explain the smaller impact in the second trial. First, it used adifferent delivery model. Rather than doing the teaching training directly, the programme developers (the University of Oxford)trained Maths Hub teachers who then delivered the teacher training to participating schools. This may have affected how faithfullythe programme was delivered in the classroom. Also, although a precise comparison is difficult, there was evidence that thecomparison schools in the second trial were more likely than in the first trial to provide alternative support for children’s reasoningin maths. This may have reduced the difference seen between Mathematical Reasoning pupils and other pupils.Together, these trials provide evidence for the effectiveness of Mathematical Reasoning. The project will remain on the EEF’sPromising Projects list and we will explore the potential for bringing it to more schools. EEF ProjectsMathematical Reasoning (re-grant) 13th December, 2018For more information, tools & supporting resources, please visit:https://educationendowmentfoundation.org.uk/Copyright © 2019 Education Endowment FoundationResearch ResultsOutcome/Group Impact - the size of the difference betweenMathematical Reasoning (re-grant) pupils andother pupilsSecurity – how confident are we in this result?MathsMaths (FSM)1+ Months' ProgressN/A1+ Months' ProgressEEF ProjectsMathematical Reasoning (re-grant) 13th December, 2018For more information, tools & supporting resources, please visit:https://educationendowmentfoundation.org.uk/Copyright © 2019 Education Endowment FoundationEvaluation ConclusionsWere the schools in the trial similar to my school?There were 160 schools in the trial, located in eight Maths Hub areas throughout the country.26% of the pupils in the trial had ever been eligible for free school meals.On average, the schools had 74% of their pupils working at the expected standard or above at Key Stage 1 in 2016.12% of the pupils in the trial spoke English as an additional language. Could I implement this in my school?There is one initial day of training for teachers, and one support visit during programme deliveryTeachers receive lesson plans and powerpoint slides to deliver the intervention.Learning is supported by online games, which can be used by pupils both at school and at home.Eight maths hubs were trained to train teachers to deliver the programme. These Maths Hubs could offer training and support for schoolsinterested in the programme:Archimedes (North East, Durham and Tees Valley region)Central (Birmingham)GLOW (Gloucestershire, Oxfordshire, Worcestershire)Kent and MedwayLondon South EastNorth West ThreeSalop and HerefordshireSussexHow much will it cost?The average cost of Mathematical Reasoning for one school was around £1,073, or £8 per pupil per year when averaged over 3 years. Teachersdelivered by Whole Classparticipant group 15 Weeksintervention length£8Cost per pupil VariableNo. of Teachers/TAs 1 DayTraining time per staff memberSchools160Pupils7419Key StageKey Stage 1Start dateOctober 2015End dateJuly 2017Type of trialEffectiveness Trial  £  EEF ProjectsMathematical Reasoning (re-grant) 13th December, 2018For more information, tools & supporting resources, please visit:https://educationendowmentfoundation.org.uk/Copyright © 2019 Education Endowment Foundation1. Pupils who received Mathematical Reasoning made the equivalent of one additional month’s progress in maths, on average,compared to children who did not. This result has high security. 2. Among pupils eligible for free school meals, those who received Mathematical Reasoning made an average of one additionalmonth’s progress compared to those who did not. This result may have lower security than the overall finding because of thesmaller number of pupils.3. There was some evidence that the programme also had a positive impact on mathematical reasoning.4. The intervention was generally well received by schools. Teachers reported positive experiences with the training andmaterials, and were positive about the programme’s focus on fundamental mathematical principles. 5. The process evaluation found that there was some variation in how schools implemented aspects of the programme,particularly in relation to the use of the online games.EEF ProjectsMathematical Reasoning (re-grant) 13th December, 2018For more information, tools & supporting resources, please visit:https://educationendowmentfoundation.org.uk/Copyright © 2019 Education Endowment Foundation

Mathematical reasoning

https://dera.ioe.ac.uk//32752/2/EEF-mathematical-reasoning.pdf

Mathematical reasoning

Abstract

Similar works

Full text

Available Versions

Digital Education Resource Archive