A paper published in Educational Research and Evaluation presents the findings of a one-year efficacy trial of Maths Counts – an intensive, individualized program to support children who struggle with basic math skills at Key Stage 2 (age 7 to 11) in the U.K.
The participants were 291 upper-elementary students from 35 schools in England. Students were randomized within school and allocated to an intervention (Maths Counts) or control (business-as-usual) group. The program was delivered to intervention students by specially trained teaching assistants three times per week, for 10 weeks, during curriculum time but outside the regular classroom. The first ten minutes of each session focused on revision of prior learning, and the next 20 minutes introduced new knowledge and skills.
The results of the trial suggest that:
- Maths Counts is effective for students who struggle with basic math skills (effect size = +0.12 for general math skills, and +0.18 for math attitude).
- However, there was no evidence that it was effective for students eligible for free school meals (effect size = -0.14 for general math skills, and +0.07 for math attitude).
Source (Open Access): See, B. H., Morris, R., Gorard, S., & Siddiqui, N. (2019). Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils’ attainment in maths. Educational research and evaluation, 25(3-4), 203-224.