A new review of evidence, commissioned by the EEF and the Nuffield Foundation, analyses the best available international research on teaching Mathematics to children aged 9–14 to find out what the evidence says about effective mathematics teaching. It highlights some areas of mathematics teaching – like feedback, collaborative learning and different types of textbooks – and considers what the evidence says, and how much evidence there is.
One area where there is strong evidence is using calculators to support learning. The report suggests that:
- Pupils’ mathematics skills may not be harmed by using calculators as previously thought. In fact, using them in mathematics lessons can boost puipils’ calculation and problem-solving skills if they are used in a thoughtful and considered way.
- Mathematics homework tends to benefit older pupils, but not those in primary school
- Teacher subject knowledge is crucial for realising the potential of mathematics resources and interventions to raise attainment
- High-quality feedback tends to have a large effect on learning, but it should be used sparingly and mainly for more complex tasks
The report also includes a section on the development of mathematics competency to outline the theoretical underpinning of how children learn mathematically.
Source (Open Access) : Hodgen, J., Foster, C., Marks, R., & Brown, M. (2018). Evidence for Review of Mathematics Teaching: Improving Mathematics in Key Stages Two and Three: Evidence Review. London, England: Education Endowment Foundation.