Improving Mathematics in Key Stages Two and Three. Guidance Report
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| Title: | Improving Mathematics in Key Stages Two and Three. Guidance Report |
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| Language: | English |
| Authors: | Henderson, Peter, Hodgen, Jeremy, Foster, Colin, Kuchemann, Dietmar, Education Endowment Foundation (EEF) (United Kingdom) |
| Source: | Education Endowment Foundation. 2017. |
| Availability: | Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/ |
| Peer Reviewed: | Y |
| Page Count: | 40 |
| Publication Date: | 2017 |
| Intended Audience: | Teachers; Parents; Researchers |
| Document Type: | Reports - Descriptive Guides - General |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Mathematics Skills, Elementary Education, Teaching Methods, Mathematics Instruction, Educational Quality, Faculty Development, Evidence Based Practice, Educational Change, Change Strategies, Foreign Countries, Educational Assessment, Student Evaluation, Feedback (Response), Manipulative Materials, Mathematical Concepts, Concept Formation, Learning Strategies, Problem Solving, Knowledge Level, Student Role, Student Motivation, Metacognition, Learning Activities, Misconceptions, Intervention, Transitional Programs, Elementary School Mathematics, Secondary School Mathematics, Fractions, Arithmetic, Mathematics Anxiety, Learning Problems |
| Geographic Terms: | United Kingdom (England) |
| Abstract: | This guidance report focuses on the teaching of mathematics to pupils in Key Stages 2 and 3. It is not intended to provide a comprehensive guide to mathematics teaching. We have made recommendations where there are research findings that schools can use to make a significant difference to pupils' learning, and have focused on the questions that appear to be most salient to practitioners. There are aspects of mathematics teaching not covered by this guidance. In these situations, teachers must draw on their knowledge of mathematics, professional experience and judgement, and assessment of their pupils' knowledge and understanding. The focus is on improving the quality of teaching. Excellent maths teaching requires good content knowledge, but this is not sufficient. Excellent teachers also know the ways in which pupils learn mathematics and the difficulties they are likely to encounter, and how mathematics can be most effectively taught. This guidance is aimed primarily at subject leaders, headteachers, and other staff with responsibility for leading improvements in mathematics teaching in primary and secondary schools. Classroom teachers and teaching assistants will also find this guidance useful as a resource to aid their day-to-day teaching. [For the related evidence review, see ED612295. For the companion report, "Improving Mathematics in the Early Years and Key Stage 1. Guidance Report," see ED612298.] |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | ED612294 |
| Database: | ERIC |
| Abstract: | This guidance report focuses on the teaching of mathematics to pupils in Key Stages 2 and 3. It is not intended to provide a comprehensive guide to mathematics teaching. We have made recommendations where there are research findings that schools can use to make a significant difference to pupils' learning, and have focused on the questions that appear to be most salient to practitioners. There are aspects of mathematics teaching not covered by this guidance. In these situations, teachers must draw on their knowledge of mathematics, professional experience and judgement, and assessment of their pupils' knowledge and understanding. The focus is on improving the quality of teaching. Excellent maths teaching requires good content knowledge, but this is not sufficient. Excellent teachers also know the ways in which pupils learn mathematics and the difficulties they are likely to encounter, and how mathematics can be most effectively taught. This guidance is aimed primarily at subject leaders, headteachers, and other staff with responsibility for leading improvements in mathematics teaching in primary and secondary schools. Classroom teachers and teaching assistants will also find this guidance useful as a resource to aid their day-to-day teaching. [For the related evidence review, see ED612295. For the companion report, "Improving Mathematics in the Early Years and Key Stage 1. Guidance Report," see ED612298.] |
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