Effective Approaches to Teaching Mathematics in Key Stages 3 and 4. Protocol for a Systematic Review and Meta-Analysis
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| Title: | Effective Approaches to Teaching Mathematics in Key Stages 3 and 4. Protocol for a Systematic Review and Meta-Analysis |
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| Language: | English |
| Authors: | Jeremy Hodgen, Rachel Marks, Eirini Geraniou, Nicola Bretscher, Laurie Jacques, Education Endowment Foundation (EEF) (United Kingdom), University College London (UCL) (United Kingdom), Institute of Education (IOE) |
| Source: | Education Endowment Foundation. 2024. |
| 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: | 52 |
| Publication Date: | 2024 |
| Document Type: | Reports - Descriptive |
| Education Level: | Secondary Education |
| Descriptors: | Mathematics Instruction, Secondary School Mathematics, Mathematics Achievement, Gender Differences, Instructional Effectiveness, Low Income Students, Foreign Countries, Secondary School Teachers, Educational Research |
| Geographic Terms: | United Kingdom (England) |
| Abstract: | Raising attainment in mathematics is a key concern for both policymakers and education practitioners (Schmidt et al., 2022). However, addressing this problem has proved to be difficult, particularly in secondary mathematics. Over the past two decades, there has been a plethora of systematic reviews, meta-analyses and secondary reviews of aspects of mathematics teaching and learning that have begun to address the question of how to teach mathematics. However, few systematic reviews and meta-analyses have examined, and compared, the approaches to mathematics teaching for secondary students in general. This study will address this gap by conducting a systematic review and meta-analysis of rigorous experimental studies of interventions focused on secondary mathematics. The review will take the following approach. First, it will examine the evidence about the efficacy in raising mathematical attainment of different teaching interventions relevant to secondary mathematics (ages 11-16). In order to identify the intervention types, the authors will draw on three sources: two previous systematic reviews conducted by members of the review team (Hodgen et al., 2018, 2020a), a practice review that has been commissioned by the Education Endowment Foundation (EEF) in parallel to this review (Boylan, Forthcoming), and an analysis of relevant meta-analyses identified using a systematic search strategy. The review team will investigate whether there are differential effects for socio-economically disadvantaged pupils as well as for pupils with low prior attainment and for girls. Second, they will identify a set of pedagogic and implementation components, each common to several interventions (within and between topics). Then, through a comparison of all interventions, they will identify components and clusters of components that appear to be associated with effective interventions. Third, they will examine the specific relevance of interventions to mathematics classrooms at KS3 and KS4 in England. The review will synthesise the international research base and will therefore have international relevance. However, the review has been commissioned to inform the EEF's work in England and, hence, the relevance to English classrooms is important. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED677255 |
| Database: | ERIC |
| Abstract: | Raising attainment in mathematics is a key concern for both policymakers and education practitioners (Schmidt et al., 2022). However, addressing this problem has proved to be difficult, particularly in secondary mathematics. Over the past two decades, there has been a plethora of systematic reviews, meta-analyses and secondary reviews of aspects of mathematics teaching and learning that have begun to address the question of how to teach mathematics. However, few systematic reviews and meta-analyses have examined, and compared, the approaches to mathematics teaching for secondary students in general. This study will address this gap by conducting a systematic review and meta-analysis of rigorous experimental studies of interventions focused on secondary mathematics. The review will take the following approach. First, it will examine the evidence about the efficacy in raising mathematical attainment of different teaching interventions relevant to secondary mathematics (ages 11-16). In order to identify the intervention types, the authors will draw on three sources: two previous systematic reviews conducted by members of the review team (Hodgen et al., 2018, 2020a), a practice review that has been commissioned by the Education Endowment Foundation (EEF) in parallel to this review (Boylan, Forthcoming), and an analysis of relevant meta-analyses identified using a systematic search strategy. The review team will investigate whether there are differential effects for socio-economically disadvantaged pupils as well as for pupils with low prior attainment and for girls. Second, they will identify a set of pedagogic and implementation components, each common to several interventions (within and between topics). Then, through a comparison of all interventions, they will identify components and clusters of components that appear to be associated with effective interventions. Third, they will examine the specific relevance of interventions to mathematics classrooms at KS3 and KS4 in England. The review will synthesise the international research base and will therefore have international relevance. However, the review has been commissioned to inform the EEF's work in England and, hence, the relevance to English classrooms is important. |
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