Teacher feedback to improve maths results
The proposed three year study is set to build upon a smaller scale project coordinated by the Increasing Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS) that has shown improvement in individual classes. The research analyses lessons which are specifically devised to help teachers identify gaps in a students comprehension of maths and provide a plan of action to address them.
Jeremy Hodgen, professor of mathematics education at the University of Nottingham, said: "These lessons enable teachers to figure out some of the reasons why kids get things wrong and give them exercises that can help them overcome some of those differences. It is not just about where the gaps are: it is what we do about those gaps."
Professor Hodgen also commented how the programme could offer useful insights into how feedback can be constructive, and how teachers can use it effectively. The trial is one of five new projects supported by the £4.1 million investment by the Education Endowment Foundation (EEF) which will effect 400 schools.
Kevan Collins, EEF chief executive, said: "We know that effective teaching and parental engagement have a positive impact on educational achievement, particularly for the most disadvantaged children. In our drive to raise standards, it’s so important that we find out the best methods to do this."
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