Using Innovation and Technology to raise enjoyment, confidence and attainment in Mathematics

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Timms, Chris
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Background: The purpose of the study was to use schools with strong mathematics results to help raise attainment of mathematics in schools with lower results, by assessing pupils, using lesson study, and using ICT and resources to fill gaps in learning.

Aims: The main aim of the Lead Maths Teacher Project is to use schools where mathematics at upper KS2 is a strength to help raise attainment of Mathematics in schools where Mathematics results have been lower than expected.

Methods: The participants in this project were a year 5 teacher, local authority staff, senior management, subject leader, and two year 6 teachers. They worked together to raise attainment in mathematics in a school with lower than average results. Methods used included assessing pupils, using ICT and resources to fill gaps in learning, lesson study, tracker grids, CPD materials, collaboration, and interviews to measure progress.

Findings: The main findings of this case study are that collaborative approaches and creative resources can help raise attainment in mathematics, particularly in upper KS2. This was evidenced by improved enthusiasm, confidence, and attainment in the targeted pupils.

Implications: The findings of this case study suggest that collaborative approaches, creative teaching methods, and the use of ICT can help raise attainment in mathematics, as well as increase pupils' confidence and self-esteem. Additionally, the use of APP grids and lesson study can help identify gaps in learning and provide targeted support.
Keywords (free text)
Primary education, Mathematics
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