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BOYLAN, Mark, DEMACK, Sean, WILLIS, Benjamin, STEVENS, Anna, ADAMS, Gill and VERRIER, Diarmuid (2015). Multiplicative reasoning professional development programme : evaluation. Project Report. London, Department for Education.
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RR406A_-_Multiplicative_Reasoning_Professional_Development_Programme.pdf - Published Version All rights reserved. Download (763kB) | Preview |
Abstract
The Multiplicative Reasoning Project (MRP) delivered by the National Centre for Excellence in the Teaching of Mathematics (NCETM) in 2013/14 focused on developing teachers' understanding and capacity to teach topics that involved multiplicative reasoning to Key Stage 3 (KS3) pupils. Multiplicative reasoning refers to the mathematical understanding and capability to solve problems arising from proportional situations often involving an understanding and application of fractions as well as decimals, percentages, ratios and proportions. The aspects of multiplicative reasoning addressed in the NCETM project were proportional and fractional relationships. The teaching approaches encouraged were the use of mathematical models, visual approaches and problem solving strategies. Approximately 60 teachers in 30 schools engaged in 3 regional professional development networks, led by professional development leaders, supported by university researchers. Specific project materials were created by a team of curriculum developers. The impact of MRP on pupil outcomes was evaluated using a 3-level Clustered Randomised Control Trial (CRT) research design. The trial ran between October 2013 and June 2014 and involved 8,777 year 7 (Y7), year 8 (Y8) and year 9 (Y9) pupils (level 1) clustered into 418 Y7, Y8 and Y9 mathematics classes (level 2) clustered into 60 secondary schools. Approximately half the schools, teachers and pupils participated in the intervention and half formed a control group. Progress was compared between the two groups of pupils using Key Stage 2 (KS2) data as a base line and GL Assessment Progress in Mathematics Test (PiM) tests as an outcome measure. This is a measure of general mathematical attainment that is correlated with national tests.
| Item Type: | Monograph (Project Report) |
|---|---|
| Research Institute, Centre or Group - Does NOT include content added after October 2018: | Sheffield Institute of Education |
| Identification Number: | DFE-RB406 |
| Depositing User: | Gill Adams |
| Date Deposited: | 25 Jul 2016 12:05 |
| Last Modified: | 12 May 2021 19:14 |
| URI: | https://shura.shu.ac.uk/id/eprint/12601 |
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