1. ‘Maths Mastery’
Mathematics Mastery is based on a simple way to teach mathematics originally developed by the Singapore Ministry for Education. The Mathematics Mastery model is distinctive in two ways. First, it aims to give pupils a thorough understanding of mathematical concepts, rather than a set of techniques or routines to get to the right answer. Mathematics Mastery shows that problems can be solved in a variety of ways, and ensures that pupils learn in sequence – first by manipulating real objects, then by drawing pictorial representations, and ultimately by using mathematical symbols. Second, Mathematics Mastery uses a ‘mastery’ approach, in which teachers do not move on until all pupils have acquired a basic understanding of the current topic. Additionally, the course is designed so that more able pupils can explore each topic in depth, and therefore remain engaged. The Institute of Education will conduct an independent evaluation using rigorous design and methods. The evaluation focus is on establishing an unbiased estimate of impact of the intervention on short-term (after one year of ‘treatment’) and long-term academic outcomes (performance on mathematics tests). We are testing the Maths Mastery programme both in primary and in secondary schools.
Maths Mastery Primary School study protocol :Primary_Protocol
Maths Mastery Secondary School study protocol : Secondary_School_Protocol
Secondary school trial registration can be found at: http://controlled-trials.com/ISRCTN70922140/
2. Chess in Schools
The intervention will investigate whether teaching primary school pupils to play chess for one hour a week over 30 weeks (during normal school time) boosts academic achievement. The intervention will target year 5 pupils in purposefully selected areas of England. The Institute of Education will conduct an independent evaluation using a clustered randomised control trial (RCT). The evaluation focus is on establishing an unbiased estimate of impact of the intervention on academic achievement tests (maths, English and science) one year after the intervention has finished. This is combined with an integrated process evaluation that has the scope to provide valuable insight should the intervention prove successful (or, should it not appear successful, why this might be).
Chess in Schools study protocol: