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Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils’ attainment in maths
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See, Beng Huat, Morris, Rebecca, Gorard, Stephen and Siddiqui, Nadia (2019) Evaluation of the impact of Maths Counts delivered by teaching assistants on primary school pupils’ attainment in maths. Educational Research and Evaluation, 25 (3-4). pp. 203-224. doi:10.1080/13803611.2019.1686031 ISSN 1380-3611.
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WRAP-evaluation-impact-Maths-Counts-delivered-teaching-assistants-primary-school-pupils-attainment-maths-Morris-2019.pdf - Accepted Version - Requires a PDF viewer. Download (1373Kb) | Preview |
Official URL: https://doi.org/10.1080/13803611.2019.1686031
Abstract
This paper presents the findings of a 1-year efficacy trial of Maths Counts (MC), an intensive, individualised programme delivered by trained teaching assistants. The programme was delivered 3 times a week over 10 weeks. The sample included 291 Year 3 to Year 6 pupils (age 7 to 11) from 35 primary schools in England. Pupils were individually randomised within school to receive MC or business as usual. The results suggest that MC is effective for children struggling with basic maths skills (ES = +0.12 for general maths skills and +0.18 for maths attitude), but there is no evidence that it is particularly effective for children eligible for free school meals. Staff and pupil absences, and other social-emotional and behavioural difficulties may have prevented some pupils from getting the most from the programme. In general, the trial shows that trained teaching assistants can be effectively deployed to support children’s maths learning.
| Item Type: | Journal Article | ||||||
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| Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||||
| Journal or Publication Title: | Educational Research and Evaluation | ||||||
| Publisher: | Routledge | ||||||
| ISSN: | 1380-3611 | ||||||
| Official Date: | 22 November 2019 | ||||||
| Dates: |
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| Volume: | 25 | ||||||
| Number: | 3-4 | ||||||
| Page Range: | pp. 203-224 | ||||||
| DOI: | 10.1080/13803611.2019.1686031 | ||||||
| Status: | Peer Reviewed | ||||||
| Publication Status: | Published | ||||||
| Reuse Statement (publisher, data, author rights): | This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Research and Evaluation Journal on 22/11/2019, available online: http://www.tandfonline.com/10.1080/13803611.2019.1686031 | ||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||
| Date of first compliant deposit: | 26 November 2019 | ||||||
| Date of first compliant Open Access: | 22 May 2021 | ||||||
| RIOXX Funder/Project Grant: |
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