Interventions to improve mathematical achievement in primary school-aged children

Victoria Simms, Clare McKeaveney, Seaneen Sloan, Camilla Gilmore

Research output: Book/ReportOther report

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).
LanguageEnglish
Place of PublicationEngland, UK
Number of pages96
Publication statusPublished - 6 Jun 2019

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Underachievement
Anxiety
Outcome Assessment (Health Care)
Health

Cite this

Simms, V., McKeaveney, C., Sloan, S., & Gilmore, C. (2019). Interventions to improve mathematical achievement in primary school-aged children. England, UK.
Simms, Victoria ; McKeaveney, Clare ; Sloan, Seaneen ; Gilmore, Camilla. / Interventions to improve mathematical achievement in primary school-aged children. England, UK, 2019. 96 p.
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Interventions to improve mathematical achievement in primary school-aged children. / Simms, Victoria; McKeaveney, Clare; Sloan, Seaneen; Gilmore, Camilla.

England, UK, 2019. 96 p.

Research output: Book/ReportOther report

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Simms V, McKeaveney C, Sloan S, Gilmore C. Interventions to improve mathematical achievement in primary school-aged children. England, UK, 2019. 96 p.