Abstract
Mathematical achievement is important for children’s future educational success, employment opportunities and health outcomes. However, it is recognised that there is substantial underachievement in this subject (e.g. DE, 2015). There
is a growing body of literature that assesses the impact of interventions on mathematical achievement (DfE, 2012).
This review of published studies rigorously investigated the outcomes of classroom-based mathematical interventions that were targeted at primary school-aged children. The review assessed whether the interventions had an effect on mathematical achievement (as measured by variety of outcome measures) or related attitudinal or affective constructs (such as mathematical anxiety).
is a growing body of literature that assesses the impact of interventions on mathematical achievement (DfE, 2012).
This review of published studies rigorously investigated the outcomes of classroom-based mathematical interventions that were targeted at primary school-aged children. The review assessed whether the interventions had an effect on mathematical achievement (as measured by variety of outcome measures) or related attitudinal or affective constructs (such as mathematical anxiety).
| Original language | English |
|---|---|
| Place of Publication | England, UK |
| Publisher | Nuffield Foundation |
| Number of pages | 96 |
| Publication status | Published (in print/issue) - 6 Jun 2019 |
