EEF PUBLISHES REVIEW OF EVIDENCE ON MATHS
TEACHING
Using calculators in maths lessons can boost pupils’ calculation
and problem-solving skills, but they need to be used in a
thoughtful and considered way, according to a review of the
evidence published by the Education Endowment Foundation (EEF)
today.
The age of pupils matters too, the research finds. Primary school
pupils should use calculators regularly but not every day.
Secondary school students should have more frequent access to
calculators so that they’re able to make decisions about when,
and when not, to use them.
The report has clear implications for teachers: they need to
teach pupils how to use calculators. For example, pupils might be
taught strategies for estimating tricky calculations that they
would then use a calculator to work out accurately.
Today’s review - commissioned by the EEF and the Nuffield
Foundation – analyses the best available international research
on teaching maths to children aged 9-14 (Key Stages 2 and 3) to
find out what the evidence says about effective maths teaching.
It was commissioned to support the EEF’s guidance on teaching
maths, published at the end of last year and focusing on
practical “dos” and “don’ts” of great maths
teaching. Improving Maths in Key Stages 2 and
3 has recommendations in eight areas, each designed to
support primary and secondary schools to close the attainment gap
between disadvantaged pupils and their classmates.
The latest data shows that 59% of pupils who are eligible for
free school meals achieved the expected standard in maths by the
end of primary school, compared to over three-quarters (78%) of
all other pupils.
Today’s report also finds that teachers should help pupils to use
a range of mental and other methods and be able to recall number
facts efficiently and quickly. The evidence suggests that those
who are unable to do this may have difficulty with harder maths
later in school. But while fluent recall is important, teachers
should also help pupils understand how different calculations
work and when they are useful.
Sir , Chief Executive of the
Education Endowment Foundation, said:
“It’s often said that calculators can harm students’ arithmetic
skills. What this review finds is that they can actually boost
pupils’ fluency and understanding of maths – but that to do so,
teachers should ensure they are used in a considered and
thoughtful way, particularly with younger students.
“There are thousands of potentially useful studies out there on
maths, most of which are presented in academic papers and
journals. It can be difficult for teachers to know where to
start. This new report looks at the best available evidence to
give schools and teachers clear ideas of what works when it comes
to maths teaching. The findings will help schools navigate the
wealth of information out there and give all their pupils the
knowledge and skills they need to succeed.”
Josh Hillman, Director of Education at the Nuffield
Foundation said:
“This research is valuable because it synthesises a huge range of
international evidence on what works and what doesn’t when it
comes to teaching maths. For instance, it tells us that
collaborative learning has a positive effect on attainment, but
that setting or streaming students by ability generally does not.
“It also provides an invaluable checklist for areas where further
research is needed, for example in relation to the reasons behind
low attainment in maths and what teaching strategies might be
effective in addressing it – something on which the Nuffield
Foundation is funding further work.”
NOTES TO EDITORS
- The Education Endowment
Foundation (EEF) is an independent charity set up in
2011 by the Sutton Trust as lead foundation in partnership with
Impetus Trust (now part of Impetus–The Private Equity
Foundation), with a £125m founding grant from the Department
for Education. Since its launch, the EEF has awarded £96.3
million to 160 projects working with over 1,000,000 children
and young people in over 10,000 schools, as well as early years
and post-16 settings, across England. The EEF and Sutton Trust
are, together, the government-designated What Works Centre for
Education.
- The Nuffield
Foundation is an independent charitable trust that
funds research and student programmes to advance social
well-being in the UK. We want to improve people’s lives, and
their ability to participate in society, by understanding the
social and economic factors that affect their chances in life.
The research we fund aims to improve the design and operation
of social policy in Education, Welfare, and Justice. Our
student programmes provide opportunities for students,
particularly those from disadvantaged backgrounds, to develop
skills and confidence in quantitative and scientific methods.
The Nuffield Foundation has funded this project, but the view
expressed are those of the authors and not necessarily those of
the Foundation.
- The full report will be available from the EEF’s website at
0001 on Friday.
- The evidence review was commissioned by the EEF and Nuffield
Foundation and authored by Jeremy Hodgen, Colin Foster, Rachel
Marks and Margaret Brown.
-
Improving Maths in Key Stages 2 and 3 and its
accompanying resources can be accessed here.
- The Department for Education’s data on Key Stage 2 attainment
in maths can be found here.
