How does the “PACE Maths” approach impact on the practice of school staff?
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| Title: | How does the “PACE Maths” approach impact on the practice of school staff? |
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| Authors: | Burt, Emma, Stringer, Phil |
| Source: | Educational Psychology in Practice. Sep2018, Vol. 34 Issue 3, p245-261. 17p. |
| Subjects: | Mathematical ability, Metacognition, Problem solving, Young adults, Curriculum, Teachers |
| Geographic Terms: | United Kingdom |
| Abstract: | Mathematical skills are essential for young people to attain academic results needed for further study and employment. Recent changes to the English National Curriculum have put an increased emphasis on pupils explaining the reasoning behind answers in maths. This is a skill that can be developed by improving metacognitive skills. The authors report on an in-class programme for small group work, based on prior studies that utilised metacognition to support maths. An evaluation was conducted including a focus group interview and observation, modelling and feedback sessions over approximately 10 weeks. Results from interview analysis showed a positive impact both on staff practice and pupils’ independent problem solving. Adaptations based on research findings were made to the programme and handbook. This programme represents a flexible, inclusive and low resource option for schools to address new challenges posed by the National Curriculum in times of budget cuts and increased time pressure. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Mathematical skills are essential for young people to attain academic results needed for further study and employment. Recent changes to the English National Curriculum have put an increased emphasis on pupils explaining the reasoning behind answers in maths. This is a skill that can be developed by improving metacognitive skills. The authors report on an in-class programme for small group work, based on prior studies that utilised metacognition to support maths. An evaluation was conducted including a focus group interview and observation, modelling and feedback sessions over approximately 10 weeks. Results from interview analysis showed a positive impact both on staff practice and pupils’ independent problem solving. Adaptations based on research findings were made to the programme and handbook. This programme represents a flexible, inclusive and low resource option for schools to address new challenges posed by the National Curriculum in times of budget cuts and increased time pressure. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02667363 |
| DOI: | 10.1080/02667363.2018.1431767 |
