Evaluation of the Impact of Maths Counts Delivered by Teaching Assistants on Primary School Pupils' Attainment in Maths

Autor/inn/en	See, Beng Huat; Morris, Rebecca; Gorard, Stephen; Siddiqui, Nadia
Titel	Evaluation of the Impact of Maths Counts Delivered by Teaching Assistants on Primary School Pupils' Attainment in Maths
Quelle	In: Educational Research and Evaluation, 25 (2019) 3-4, S.203-224 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (See, Beng Huat) ORCID (Morris, Rebecca) ORCID (Gorard, Stephen) ORCID (Siddiqui, Nadia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2019.1686031
Schlagwörter	Foreign Countries; Mathematics Instruction; Teacher Aides; Teaching Methods; Instructional Effectiveness; Mathematics Achievement; Elementary School Mathematics; Intervention; Program Evaluation; Economically Disadvantaged; Individualized Instruction; Mathematics Skills; Skill Development; Lunch Programs; Outcomes of Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Handreichung; Lehrerhilfe; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; Programme evaluation; Programmevaluation; Individualisierender Unterricht; Mathematics ability; Kompetenzentwicklung; Qualifikationsentwicklung; Mittagessen; Lernleistung; Schulerfolg
Abstract	This paper presents the findings of a 1-year efficacy trial of Maths Counts (MC), an intensive, individualised programme delivered by trained teaching assistants. The programme was delivered 3 times a week over 10 weeks. The sample included 291 Year 3 to Year 6 pupils (age 7 to 11) from 35 primary schools in England. Pupils were individually randomised within school to receive MC or business as usual. The results suggest that MC is effective for children struggling with basic maths skills (ES = +0.12 for general maths skills and +0.18 for maths attitude), but there is no evidence that it is particularly effective for children eligible for free school meals. Staff and pupil absences, and other social-emotional and behavioural difficulties may have prevented some pupils from getting the most from the programme. In general, the trial shows that trained teaching assistants can be effectively deployed to support children's maths learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01