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A case study of a teacher-facilitated, small-group after-school online intervention for able mathematicians in grade nine an international school in Hong Kong
Shylesh, Bhavana
Shylesh, Bhavana
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Authors
Editors
Date
2022
Educational Level
ISCED Level 2 Lower Secondary Education
Curriculum Area
Geographical Setting
Hong Kong SAR
Abstract
The constraints of school timetabling can place limitations on opportunities for students to access certain subjects. One solution is to provide this additional form of targeted stretch and challenge outside of the timetabled lesson time. This study focuses on a twilight pure mathematics provision for a targeted small group of four Grade 9 students, using an online self-study platform facilitated by their normal mathematics teacher. Assessment data showed that although the students' results in mathematics seemed to improve over the time that the intervention was studied, there was no conclusive evidence that additional mathematics study had impact in the students' Science subjects. Further research is required to establish whether the online independent nature of the intervention is appropriate and whether this intervention can result in impact beyond the core mathematics results.