Mathematics Mastery: Primary Evaluation Report

Autor/inn/en	Vignoles, Anna; Jerrim, John; Cowan, Richard
Institution	Education Endowment Foundation (EEF) (United Kingdom); University College London (UCL) (United Kingdom), Institute of Education (IOE)
Titel	Mathematics Mastery: Primary Evaluation Report
Quelle	(2015), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematics Achievement; Achievement Gap; Low Income Groups; At Risk Students; Mathematical Concepts; Concept Formation; Randomized Controlled Trials; Elementary School Students; Secondary School Students; Foreign Countries; Program Evaluation; Program Effectiveness; Comparative Analysis; Cost Effectiveness; Pretests Posttests; Intervention; Statistical Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Concept learning; Begriffsbildung; Sekundarschüler; Ausland; Programme evaluation; Programmevaluation; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Statistische Analyse
Abstract	The Mathematics Mastery programme is a whole-school approach to teaching mathematics that aims to raise attainment for all pupils and close the attainment gap between pupils from low income families and their peers. The programme aims to deepen pupils' understanding of key mathematical concepts. This evaluation assessed the impact of Mathematics Mastery on pupils in Year 1, after the programme had been implemented in schools for one year. It was intended that schools would also begin to use the programme in Year 2 in the second year of implementation, and continue until the approach was in place across the school. The evaluation used a randomised controlled trial design, with schools randomly allocated to begin the programme in 2012 or 2013. Eighty-three schools from London and the South East participated in the trial, with a total sample of 4,176 pupils. Participating schools received training and resources to support the adoption of the programme which was delivered by the education charity, Ark. The project was one of two evaluations of Mathematics Mastery funded by the Education Endowment Foundation (EEF). Key conclusions include: (1) On average, Year 1 pupils in schools adopting Mathematics Mastery made a small amount more progress than pupils in schools that did not. However, the effect detected was not statistically significant, meaning that it is not possible to rule out chance as an explanation; (2) There is little evidence that the effect of Mathematics Mastery differs between children with different levels of prior achievement; (3) Combining the findings from this study and a second randomised controlled trial of Mathematics Mastery involving Year 7 pupils strengthens the overall evidence for the approach; (4) Given the low per-pupil cost, Mathematics Mastery may represent a cost-effective change for primary schools to consider; and (5) It would be worthwhile to track the medium and long-term impact of the approach, in part to assess the degree to which the test used in this evaluation is predictive of general mathematics attainment and performance in high-stakes tests. [For the Secondary Evaluation Report, see ED581187. For the Overarching Summary Report, see ED581180.] (ERIC).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01