Improving Mathematics in Key Stages 2 and 3. Guidance Report
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| Title: | Improving Mathematics in Key Stages 2 and 3. 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. 2022. |
| 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: | 38 |
| Publication Date: | 2022 |
| Intended Audience: | Teachers; Practitioners |
| Document Type: | Reports - Descriptive Guides - Classroom - Teacher |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Mathematics Instruction, Instructional Improvement, Mathematics Education, Curriculum Development, Evaluation Methods, Prior Learning, Manipulative Materials, Student Motivation, Personal Autonomy, Intervention, Elementary School Students, Secondary School Students, Transitional Programs |
| Abstract: | This guidance report focuses on improving the quality of teaching of mathematics to pupils in Key Stages 2 and 3. The decision to focus on these Key Stages was made after an initial consultation period with teachers, academics, and other stakeholders. Schools are seeking advice on adjusting to a new curriculum, and there is also concern about pupils making a transition between the stages. This report is not intended to provide a comprehensive guide to mathematics teaching, but rather is an accessible overview of existing research with clear, actionable guidance. Recommendations based on research findings that schools can use to make a significant difference to pupils' learning, and those based on the questions that appear to be most salient to practitioners, are provided. Those recommendations include: (1) Use assessment to build upon pupils' existing knowledge and understanding; (2) Use manipulatives and representations; (3) Teach strategies for solving problems; (4) Enable pupils to develop a rich network of mathematical knowledge; (5) Develop pupils' independence and motivation; (6) Use tasks and resources to challenge and support pupils' mathematics; (7) Use structured interventions to provide additional support; and (8) Support pupils to make a successful transition between primary and secondary school. |
| Abstractor: | ERIC |
| Entry Date: | 2023 |
| Accession Number: | ED634883 |
| Database: | ERIC |
| Abstract: | This guidance report focuses on improving the quality of teaching of mathematics to pupils in Key Stages 2 and 3. The decision to focus on these Key Stages was made after an initial consultation period with teachers, academics, and other stakeholders. Schools are seeking advice on adjusting to a new curriculum, and there is also concern about pupils making a transition between the stages. This report is not intended to provide a comprehensive guide to mathematics teaching, but rather is an accessible overview of existing research with clear, actionable guidance. Recommendations based on research findings that schools can use to make a significant difference to pupils' learning, and those based on the questions that appear to be most salient to practitioners, are provided. Those recommendations include: (1) Use assessment to build upon pupils' existing knowledge and understanding; (2) Use manipulatives and representations; (3) Teach strategies for solving problems; (4) Enable pupils to develop a rich network of mathematical knowledge; (5) Develop pupils' independence and motivation; (6) Use tasks and resources to challenge and support pupils' mathematics; (7) Use structured interventions to provide additional support; and (8) Support pupils to make a successful transition between primary and secondary school. |
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