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Problem solving in mathematics: realising the vision through better assessment

This ACME report from June 2016 looks at problem solving in mathematics, with particular focus on summative assessment.

Within the report ACME welcomes the strong emphasis on problem solving in recent reforms. It calls for "strong collaboration between the mathematics community, the Department for Education...

Curriculum reform cheap way to boost attainment

A report published in 2015 from the Center for American Progress analyses how schools could increase student achievement through curriculum reform, that is the teaching materials used by teachers such as textbooks, workbooks, and software. The authors focused on the curricula used in primary mathematics classes in...

Do students perform better when schools offer extracurricular activities?

A PISA in Focus study published in 2012 from the OECD (Organisation for Economic Co-operation and Development), looks at whether students perform better in science if they are encouraged to participate in extracurricular activities, such as field trips and science projects. Most countries (22 of 31 OECD countries)...

Science achievement gaps start early and persist

A study published in 2016 in Educational Researcher looks at the profile of science achievement gaps to the age of 14. The researchers used data from the US Early Childhood Longitudinal Study,
Kindergarten Class of 1998-1999 (ECLS-K), which followed 7,757 children from kindergarten (Year 1) to eighth...

Counting the benefits of new math app

Published in 2015.  A new iPad app designed to bring mathematics into children’s homes through story time has led to improvements in achievement, according to new research published in Science. The results were particularly significant for children whose parents were anxious about the subject. In Chicago, 587...

Does anxiety affect performance, or poor performance cause anxiety?

Published in 2016.  Mathematics anxiety (MA) is the state of discomfort around the performance of mathematical tasks. Does MA cause poor performance in mathematics, or is it poor performance in mathematics that causes MA? The question is important, because it affects the “treatment” that results. Should the focus...

Preschool fade out

Published in 2015, a working paper from the Curry School of Education at the University of Virginia investigated the persistence of effects of early childhood interventions and asked whether these effects fade systematically. The study found that “by the end of kindergarten [Year 1] children who attended preschool...

Improving Numeracy and Literacy: Evaluation Report and Executive Summary - June 2015

Published in June 2015, the Improving Numeracy and Literacy project aimed to improve the numeracy and literacy abilities of pupils in Year 2 through the Mathematics and Reasoning programme and the Literacy and Morphemes programme. Both interventions were designed to last for 10 to 12 weeks with children...

Durham Shared Maths Project: evaluation report and executive summary - July 2015

Published in July 2015, this report details the findings of the Durham University Shared Maths intervention project on pupils from 82 primary schools across four local authorities. The intervention was a cross-age peer tutoring, developed at Durham University, where older pupils (Year 5/Year 6) work with...

The CASE approach for pupils with learning difficulties

Published in June 2002, this article, by Shirley Simon, looks at applying Cognitive Acceleration through Science Education (CASE) theory to planning and teaching Thinking Science lessons for students with different needs.

Using Thinking Science with mixed-ability classes can be challenging...

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