Raising The Game: Improving Maths Outcomes For Primary School Pupils

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Frood, Kate
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Educational Level
ISCED Level 1 Primary education
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Geographical Setting
United Kingdom of Great Britain and Northern Ireland
The main aim of this development work was to diminish differences in maths outcomes between disadvantaged and non-disadvantaged primary school pupils by using structured games as a maths intervention.

The participants were 36 disadvantaged Year 2 children, 18 teachers and TAs from 9 schools, and the project leads. They all benefited from the approach of using structured games to improve maths outcomes. The methods used included using structured games to teach maths, providing specific guidance for teachers and TAs, coaching adults in questioning and assessment, and playing the games repeatedly in a supportive framework.

The main findings of the development work were that using structured games to teach maths to disadvantaged Year 2 pupils resulted in an average score gain of 61 points over the year, improved enjoyment of maths, and increased confidence in teaching and supporting maths learning.

The findings suggest that using games-based approaches to teaching maths can help disadvantaged pupils make remarkable progress, boosting their engagement, confidence, and love of maths. Teachers and TAs also benefit from the approach, gaining confidence in teaching and using questions to support learning.
Keywords (free text)
maths , coaching , assessment , primary education
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