Mathematics teaching Other
Conditions
Interventions
Randomisation was based on randomly dividing the 109 recruited schools into the Intervention or Experimental ( E ) and Control (C) groups roughly 50:50 so that each of the five regions has roughly ha
Sponsors
The University of Manchester
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Eligible schools: 1. Mainstream state secondary schools in England. 2. More than two class intake for Year 7 3. From the following regions in England: East Anglia and Cambridgeshire, the East Midlands, London, the South West and Yorkshire All students in Year 7 at the beginning of the 2016/17 school year are the target cohort
Exclusion criteria
Exclusion criteria: Schools for which the Headteachers did not sign the agreement with project teams
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| The standardised scores (i.e. Rasch scores which are in a logit scale) on a slightly revised version of the Mathematics Assessment for Learning and Teaching (MALT) test for Year 8 (MALT13). Revisions include the removal of two items and the addition of four algebra related items to strengthen this dimension (the measures have been checked with pilot data). This assessment is a test of general maths but also includes some conceptual elements of maths and will be complemented with the four extra items to strengthen the secondary dimensions listed below (and in particular algebra). Attainment will be measured at the end of Year 8, with the MALT test (paper – 45 minutes). Administration of the tests will be directly invigilated by the evaluator team and implemented under exam conditions in schools in June/July 2018. | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. An attainment sub-scale on MALT of “multiplicative reasoning”, measured with the post test at the end of Year 8 2. An attainment sub-scale on MALT of “algebra”, measured with the post test at the end of Year 8 Both of these are likely to be more sensitive to the intervention, and have been validated during the pilot stage 3. Student attitudes measured using a survey of dispositions towards mathematics at baseline (start of Year 7) and post-test (end of Year 8) | — |
Countries
England, United Kingdom
Outcome results
None listed