MATH
Building mathematics skills
support and encouragement when needed.
Building
Inclusiveness also requires teachers to
make use of strategies where the share
of contribution each student in a class
makes to discussion is equal and equally-
valued by the teacher. Small group work
mathematics
tasks can enhance students’ engagement
in mathematical activities by providing a
safer (less exposed) learning context within
which to share ideas and also by fostering
a greater awareness of metacognitive
strategies (how students think about,
skills
direct and evaluate their thinking while
engaged in a problem-solving task) through
observing and discussing with peers how
to approach a problem. Such strategies
can have a powerful effect on enhancing
Chris Kyriacou draws on recent research to identify the
students’ self-identity as someone who can
do mathematics.
key features underpinning effective strategies for building
students’ mathematics skills
Deep thinking
An important aspect of coming to see
oneself as a student who can succeed in
THE DEVELOPMENT OF STUDENTS’ SKILLS of “lower-achieving” students aged 14–16 mathematics, is to be able to undertake tasks
in mathematics during their school years years. The third review looked at the use of that are challenging but “achievable with
has been subject to a wealth of research. computer-assisted instruction (CAI) to teach effort.” A danger with mathematics teaching
Moreover, the political importance for algebra in primary and secondary schools. is that sometimes, in order to avoid students
governments in fostering high achievement Finally, our fourth review looked at the use experiencing failure, a teacher will adopt
in mathematics is evident in most countries of teacher–student dialogue in mathematics a comfort zone around their work, so that
around the world. As such, taking stock of lessons to enhance mathematical students may not feel suffi ciently challenged
what research can tell us about effective understanding for students aged 7–14 or stretched by the work they do. Our
practices for building students’ mathematics years. Taken as a whole, there are a number reviews, however, indicate that a powerful
skills is a key area of both political and of evidence-based practices that can be infl uence on how students develop a positive
educational interest. In 2003, a Mathematics advocated, and these are highlighted here in self-identity as learners of mathematics
Education Review Group was established terms of three key themes. comes from experiences in which they are
at the University of York by Maria Goulding challenged to think harder and deeper about
and myself, funded by the UK Department the mathematics they are doing. The insight
for Education and Skills (now: Department
One of the main barriers
they then develop in the context of this effort
for Children, Schools and Families). The
to success in developing
enables them to feel they can succeed, and
group comprises researchers and teacher
mathematics skills lies in a
to also get a sense of the enjoyment that
educators from eight universities, together comes from problem solving, which generates
with some representative teachers, local
student’s belief that ‘math
a deeper understanding of the mathematics
authority advisers, and policy makers.
is not for them – it’s for the
they are doing. One particular aspect of this
The group has carried out four systematic
reviews of relevant literature focusing on
clever ones’
involves the use of CAI. At one level, the
use of CAI by the teacher and students can
key aspects of the teaching and learning act as a powerful motivator, but there is a
of mathematics in primary and secondary Inclusiveness danger that too much teaching and learning
schools in England (the equivalent of Perhaps the most powerful theme that involving CAI can be superfi cial in terms of
elementary and middle/high schools in the has emerged from these reviews is the the depth of mathematical understanding
U.S.). The full report of these reviews can be importance of classroom practices that being fostered. It is only when CAI is linked
found on the Evidence for Policy and Practice promote a sense of inclusiveness. One of to the promotion of deeper learning that the
Information and Co-ordinating (EPPI) Centre the main barriers to success in developing real benefi ts of using CAI as a vehicle through
website: www.eppi.ioe.ac.uk. mathematics skills lies in a student’s belief which mathematics skills can be fostered are
The fi rst of our reviews looked at the that “math is not for them – it’s for the genuinely realized.
effectiveness of the teaching strategies clever ones.” It is thus extremely important
underpinning the UK’s National Numeracy for teachers to ensure that all students are Ownership
Strategy, which was introduced into primary able to experience a sense of progress and In many classes, the teacher is viewed as the
schools in England in 1999. In particular, we success in the mathematics they are doing. expert, and learning is seen by students as
focused on the use of whole class teaching An important aspect of this is the use of a matter of paying close attention to what
in the context of the “daily mathematics differentiated tasks, so that students can the teacher says and does before trying
lesson” for students aged 5–7 years. The engage with mathematics in a way that is some exercises for oneself. Ownership refers
second review focused on the effectiveness appropriate for their ability and level of to the ways in which teachers make use of
of strategies for enhancing the motivation prior understanding, and that they receive strategies where students can take greater
8 Better: Evidence-based Education fall 2009
Better(US) Fall09.indb 8 14/10/09 13:04:50
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