Does the Realistic Maths Education intervention improve pupil attainment in mathematics?

Evaluating the effects of the Realistic Maths Education intervention on the mathematics attainment for year 8 pupils in England: a randomised controlled trial

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN21086912

Enrollment

23196

Registered

2019-07-01

Start date

2018-03-01

Completion date

Unknown

Last updated

2022-10-24

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Mathematics attainment Not Applicable

Interventions

Intervention - teachers attend CPD training and teach their pupils using the principles covered in the CPD training during 2018/9 and 2019/20 academic years. Outcome assessment takes place in the sum

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 1. Non-selective secondary schools in England. 2. Commit at least two maths teachers to the CPD training programme and associated teaching. 3. Teachers teaching Y7 pupils during 2018/9 and Y8 pupils during 2019/20.

Exclusion criteria

Exclusion criteria: Selective schools.

Design outcomes

Primary

Measure	Time frame
Mathematical skills and knowledge are measured using the GL Progress Test in Mathematics at the end of Year 8 (summer 2020).	—

Countries

England, Northern Ireland, United Kingdom

Contacts

Public ContactMartin Culliney

M.Culliney@shu.ac.uk+44 114 225 6072

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 4, 2026