# data[].attributes.headline
AR Guidance: Action research and collaborative action research

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AR Guidance: Action research and collaborative action research

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AR Guidance: Data that can help you answer your action research question(s)

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AR Guidance: Data that can help you answer your action research question(s)

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This is from a conference in Cardiff - please don't distribute!

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See page 163 onwards

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Annotated bibliography Padlet from Grimsby AR Group 

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Annotated bibliography Padlet from Grimsby AR Group 

# data[].attributes.body
Thanks Leigh and Emma - summaries of all 4 themes!

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Wilberforce college test questionnaire for teachers

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1. Does topic – based formative assessment to enable individualised learning, improve learner outcomes?

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1. Does topic – based formative assessment to enable individualised learning, improve learner outcomes?

# data[].attributes.body
Gateshead College

# data[].attributes.headline
AR Guidance: Defining a research question and sub-questions

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AR Guidance: Defining a research question and sub-questions

# data[].attributes.headline
See below for Espressos – a 'small but intense draught of filtered research on mathematics education,  expressly designed with teachers in mind'  - from Cambridge Mathematics. 

# data[].attributes.subject
See below for Espressos – a 'small but intense draught of filtered research on mathematics education,  expressly designed with teachers in mind'  - from Cambridge Mathematics. 

# data[].attributes.body
https://www.cambridgemaths.org/espresso/

# data[].attributes.attachment_link.readable_text
25 January 2019

What does research suggest about the issues and evidence around 'mastery' in mathematics in England?

'Mastery' is used to mean multiple different things in research, practice and policy

Looking at different aspects of 'mastery' separately rather than conflating them may be useful to teachers

Some suggested areas of effectiveness include: responsive teaching; formative assessment; interactive dialogue; models and representations; substantial whole class teaching in multiple part lessons; and teaching for depth and meaning

The limited evidence on applying East Asian mastery approaches in England indicates a positive effect on attainment

Considering PISA outcomes and importing approaches grounded in different contexts may ignore the effects of cultural and social issues specific to each jurisdiction; Western models of successful mathematics teaching as measured by PISA outcomes also exist

Engaging with mastery approaches can boost the confidence and mathematical understanding of teachers, particularly those who are less comfortable teaching mathematics

View Espresso

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What does research suggest about the issues and evidence around 'mastery' in mathematics in England?

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11 April 2018

How can early algebraic thinking be introduced?

Algebra is difficult to define and different definitions will determine how and when algebraic thinking is introduced to students

Generational, transformational and meta-level activities are possible categories of algebraic thinking

It may be better to teach algebraic thinking in a less discrete manner than some curricula suggest

Introducing algebraic thinking early in the mathematics curriculum can be effective, as young students may be more successful at thinking algebraically than previously thought

Introducing algebraic thinking can be done through the general to the particular or vice versa

Approaching algebraic thinking through developing students' notion of equivalence is effective

Using technology can enhance algebraic thinking by providing more contexts and representations

View Espresso View in Norwegian

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How can early algebraic thinking be introduced?

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12 December 2018

What does research suggest about effective ways to introduce negative numbers?

The idea of negative numbers may feel odd and counterintuitive to students

Students need to have a perception of number as both counting and measurement, as preparation for learning about negative numbers

An early focus on subtraction and multiple concepts of zero is important

Acknowledging negative numbers when teaching subtraction may be effective, but waiting until students have a sense of the structure of number systems to explore them more fully is suggested

Students may be confused between negative numbers, decimals and fractions

Teachers should carefully consider their language around negative numbers, especially the use of the words 'minus' and 'negative'

There are many useful models and metaphors for teaching negative numbers, but no one is totally representative on its own and all have limitations

Students should understand the minus sign in at least three senses: unary, binary and symmetric

View Espresso View in Norwegian

# data[].attributes.attachment_link.description
What does research suggest about effective ways to introduce negative numbers?

# data[].attributes.headline
Variation theory in mathematics education

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Variation theory in mathematics education

# data[].attributes.attachment_link.title
Variation theory in mathematics education

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In this Espresso, Lucy Rycroft-Smith explores the use of variation theory in mathematics teaching and learning.

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See below for a variety of research papers on the theme of Mastery

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See below for a variety of research papers on the theme of Mastery

# data[].attributes.headline
The link between East Asian ‘mastery’ teaching methods and English children’s mathematics skills (Used by Marc to Model Critical Reading)

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The link between East Asian ‘mastery’ teaching methods and English children’s mathematics skills (Used by Marc to Model Critical Reading)

# data[].attributes.headline
Developing a consistent concrete, pictorial, abstract approach to the teaching of mathematics in upper key stage two.

# data[].attributes.subject
Developing a consistent concrete, pictorial, abstract approach to the teaching of mathematics in upper key stage two.

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EFFECTIVE MATHEMATICS	INSTRUCTION FOR NATIVE	AMERICAN ELEMENTARY	STUDENTS:	STRATEGIES	FOR	USING MANIPULATIVES

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EFFECTIVE MATHEMATICS	INSTRUCTION FOR NATIVE	AMERICAN ELEMENTARY	STUDENTS:	STRATEGIES	FOR	USING MANIPULATIVES

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The use of alternative double number lines as models of ratio tasks and as models for ratio relations and scaling

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The use of alternative double number lines as models of ratio tasks and as models for ratio relations and scaling

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‘Can’t you just tell us the rule?’ Teaching procedures relationally

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‘Can’t you just tell us the rule?’ Teaching procedures relationally

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DEVELOPING CRITICAL	THINKING, JUSTIFICATION, AND GENERALIZATION	SKILLS IN MATHEMATICS	THROUGH SOCRATIC	QUESTIONING

# data[].attributes.subject
DEVELOPING CRITICAL	THINKING, JUSTIFICATION, AND GENERALIZATION	SKILLS IN MATHEMATICS	THROUGH SOCRATIC	QUESTIONING

# data[].attributes.headline
Using Math Journals to Encourage Students to Communicate their Understanding of Math Concepts

# data[].attributes.subject
Using Math Journals to Encourage Students to Communicate their Understanding of Math Concepts

# data[].attributes.headline
See below for Espressos – a 'small but intense draught of filtered research on mathematics education,  expressly designed with teachers in mind'  - from Cambridge Mathematics. 

# data[].attributes.subject
See below for Espressos – a 'small but intense draught of filtered research on mathematics education,  expressly designed with teachers in mind'  - from Cambridge Mathematics. 

# data[].attributes.body
https://www.cambridgemaths.org/espresso/

# data[].attributes.attachment_link.description
This issue of Espresso explores how maths anxiety affects mathematics learning with Lucy Rycroft-Smith.

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Effective feedback to mathematics students

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Effective feedback to mathematics students

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01 November 2017

What are the characteristics of effective feedback to mathematics students?

Feedback is important to mathematics learning but can have both negative and positive effects

Feedback can provoke cognitive, motivational or metacognitive change

Comparing students to themselves or against criteria is more effective than comparing them to one another

Giving students grades only may be ineffective; specific and immediate comments about their processes are more effective

Effective feedback gives focused information on performance against clearly defined goals

Verbal and audio feedback can be useful alternatives to written feedback

Peer and self-assessments can be effective, provided students have clear information

Only marking answers as right or wrong does not help with error correction or encourage good mathematical communication

Model answers or past student answers can be helpful

View Espresso

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Effective feedback to mathematics students

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What are the characteristics of effective feedback to mathematics students?

# data[].attributes.headline
Confidence assessments in mathematics learning

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Confidence assessments in mathematics learning

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20 December 2016

How does assessing confidence affect learning and testing in mathematics?

Confidence assessments can help both teachers and pupils in the learning process

Giving a confidence rating on individual questions can aid retention and improve performance, as well as incentivising knowing-not-guessing

The current evidence that confidence assessments are effective is mostly limited to multiple-choice tests

Confidence assessments are most effective when completed privately

View Espresso

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Confidence assessments in mathematics learning

# data[].attributes.attachment_link.description
How does assessing confidence affect learning and testing in mathematics?

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21 December 2016

Is there any value in applying 'traditional' and 'progressive' models to mathematics teaching?

There are many ways of characterising mathematics teaching into 'traditional' or 'progressive' models

Teachers' beliefs and classroom practice may not always align

Mathematics teachers are often asked to teach in specific ways by different stakeholders, which may cause conflict

Teaching rote skills in early maths can prevent conceptual understanding later

Rating the effectiveness of teaching methods depends on how effectiveness is measured

View Espresso

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Is there any value in applying 'traditional' and 'progressive' models to mathematics teaching?

# data[].attributes.headline
Attainment grouping in mathematics learning

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Attainment grouping in mathematics learning

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10 May 2017

What are the effects of attainment grouping on mathematics learning?

There are many ways to group pupils by attainment; in-class grouping is the most flexible

Setting and grade repetition appears to replicate existing socio-economic inequality

Grouping by attainment can have negative effects on motivation and restrict expectations of pupils

Mixed attainment grouping may increase teacher planning time and be associated with more behavioural problems

There is mixed evidence on attainment outcomes from different forms of grouping; no overall difference in effectiveness is clear

Grouping pupils by attainment may suggest a fixed mindset view of mathematical learning

View Espresso

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Attainment grouping in mathematics learning

# data[].attributes.attachment_link.description
What are the effects of attainment grouping on mathematics learning?

# data[].attributes.headline
Teaching assistants in mathematics learning

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Teaching assistants in mathematics learning

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25 June 2019

What does research suggest about effective utilisation of teaching assistants in the maths classroom?

When budgeting for TA support, schools should bear in mind that the increase in TA deployment has been driven by teacher shortages, increased teacher workload and larger class sizes rather than strong evidence of their efficacy

Schools keen to utilise TAs effectively may need to define their roles clearly across different contexts

There is a need for high-quality research to investigate how TAs can support students in mathematics lessons effectively. Teachers and headteachers should be aware that little consensus exists because of limited and mixed evidence

TAs may benefit from training in discourse, questioning and feedback to encourage student progress

Schools should consider the value of maths-specific training and professional development for TAs supporting mathematics lessons

Coordinating the working hours of teachers and TAs could support meaningful collaboration

Effective collaboration between TAs and teachers can have positive effects on all involved, including better preparation of, and support offered by, TAs during lessons

View Espresso

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Teaching assistants in mathematics learning

# data[].attributes.attachment_link.description
What does research suggest about effective utilisation of teaching assistants in the maths classroom? When budgeting for TA support, schools should bear in mind that the increase in TA deployment has been driven by teacher shortages, increased teacher workload and larger class sizes rather than strong evidence of their efficacy Schools keen to utilise TAs effectively may need to define their roles clearly across different contexts There is a need for high-quality research to investigate how TAs can support students in mathematics lessons effectively.

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See below for a variety of research papers on the theme of Motivation and Engagement

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See below for a variety of research papers on the theme of Motivation and Engagement

# data[].attributes.body
(Nottingham University)

# data[].attributes.headline
Development and Validation of the MathematicalResilience Scale (Used by Marc to Model Critical Reading)

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Development and Validation of the MathematicalResilience Scale (Used by Marc to Model Critical Reading)

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From the Court to the Classroom: Opportunities for Engagement, Learning, and Identity in Basketball and Classroom Mathematics

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From the Court to the Classroom: Opportunities for Engagement, Learning, and Identity in Basketball and Classroom Mathematics

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A SENSE OF POSSIBILITY:	CULTIVATING PERSEVERANCE	IN AN URBAN MATHEMATICS	CLASSROOM

# data[].attributes.subject
A SENSE OF POSSIBILITY:	CULTIVATING PERSEVERANCE	IN AN URBAN MATHEMATICS	CLASSROOM

# data[].attributes.headline
Student Engagement in Mathematics: Developmentof Instrument and Validation of Construct 

# data[].attributes.subject
Student Engagement in Mathematics: Developmentof Instrument and Validation of Construct 

# data[].attributes.headline
Learners creating video revision resources to promote mathematics self-efficacy

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Learners creating video revision resources to promote mathematics self-efficacy

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How does the use of structured discussion in mathematics change the students’experience of A level mathematics?

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How does the use of structured discussion in mathematics change the students’experience of A level mathematics?

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GIVING STUDENTS CHOICE	IN MATH WORKSHOP	AND	ITS EFFECTS	ON STUDENT	MOTIVATION

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GIVING STUDENTS CHOICE	IN MATH WORKSHOP	AND	ITS EFFECTS	ON STUDENT	MOTIVATION

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A Model for MathematicsInstruction to Enhance StudentMotivation and Engagement

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A Model for MathematicsInstruction to Enhance StudentMotivation and Engagement

# data[].attributes.body
7 stages of action research

# data[].attributes.headline
Defining a research question and sub-questions

# data[].attributes.subject
Defining a research question and sub-questions

# data[].attributes.headline
AR Guidance: The action research cycle (doing action research)

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AR Guidance: The action research cycle (doing action research)

# data[].attributes.body
from Teacher Meeting

# data[].attributes.headline
See below for Espressos – a 'small but intense draught of filtered research on mathematics education,  expressly designed with teachers in mind'  - from Cambridge Mathematics. 

# data[].attributes.subject
See below for Espressos – a 'small but intense draught of filtered research on mathematics education,  expressly designed with teachers in mind'  - from Cambridge Mathematics. 

# data[].attributes.body
https://www.cambridgemaths.org/espresso/

# data[].attributes.attachment_link.readable_text
Filtered research on mathematics education

Every two months we bring you an Espresso - a small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind. Each Espresso considers one particular issue in mathematics education, and how the latest good-quality research can provide helpful guidance or further reading. Perfect with a biscuit; sip gently and combine with a drop of professional judgement for a benevolent stimulant effect.

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Each month we bring you an Espresso - a small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind.

# data[].attributes.headline
Dynamic technology in maths learning (Espresso/ Cambridge Mathematics)

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Dynamic technology in maths learning (Espresso/ Cambridge Mathematics)

# data[].attributes.body
Computational thinking in the classroom (Espresso/Cambridge Mathematics)

# data[].attributes.headline
See below for Espressos – a 'small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind' - from Cambridge Mathematics. I’ve selected a couple of examples but worth browsing the link. 

# data[].attributes.subject
See below for Espressos – a 'small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind' - from Cambridge Mathematics. I’ve selected a couple of examples but worth browsing the link. 

# data[].attributes.body
https://www.cambridgemaths.org/espresso/

# data[].attributes.attachment_link.readable_text
Filtered research on mathematics education

Every two months we bring you an Espresso - a small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind. Each Espresso considers one particular issue in mathematics education, and how the latest good-quality research can provide helpful guidance or further reading. Perfect with a biscuit; sip gently and combine with a drop of professional judgement for a benevolent stimulant effect.

# data[].attributes.attachment_link.description
Each month we bring you an Espresso - a small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind.

# data[].attributes.headline
Using realistic contexts in mathematics (Espresso/Cambridge Mathematics)

# data[].attributes.subject
Using realistic contexts in mathematics (Espresso/Cambridge Mathematics)

# data[].attributes.body
See below for a variety of research papers on the theme Technology and Data

# data[].attributes.headline
See below for a summary of research for the four themes which the CfEM programme is  focusing on 

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See below for a summary of research for the four themes which the CfEM programme is  focusing on 

# data[].attributes.headline
Useful if you want to get a sense of how technology has been used over the years in maths education. Have a look at the SAMR model explained in the paper. It’s a really helpful way of thinking about why and how you may want to use tech in your sessions.

# data[].attributes.subject
Useful if you want to get a sense of how technology has been used over the years in maths education. Have a look at the SAMR model explained in the paper. It’s a really helpful way of thinking about why and how you may want to use tech in your sessions.

# data[].attributes.body
Used by Marc to model how to read a paper.

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Using Data to Improve Instruction:Different Approaches for Different Goals

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Using Data to Improve Instruction:Different Approaches for Different Goals

# data[].attributes.headline
Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes

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Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes

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Developing Students’ Representational Fluency Using Virtual and Physical Algebra Balances

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Developing Students’ Representational Fluency Using Virtual and Physical Algebra Balances

# data[].attributes.headline
Third-Graders Learn About Fractions Using Virtual Manipulatives: A Classroom Study

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Third-Graders Learn About Fractions Using Virtual Manipulatives: A Classroom Study

# data[].attributes.headline
The effects of computer-assisted instruction on the achievement, attitudes and retention of fourth grade mathematics students in North Cyprus

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The effects of computer-assisted instruction on the achievement, attitudes and retention of fourth grade mathematics students in North Cyprus

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Factors that influence secondary mathematics teachers' integrationof technology in mathematics lessons

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Factors that influence secondary mathematics teachers' integrationof technology in mathematics lessons

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Using of GeoGebra to Improve MathematicalReasoning with the Problem-Solving Method

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Using of GeoGebra to Improve MathematicalReasoning with the Problem-Solving Method

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See below for a variety of research papers on the theme of contextualisation

# data[].attributes.subject
See below for a variety of research papers on the theme of contextualisation

# data[].attributes.body
(Nottingham University)

# data[].attributes.body
(paper from Nott University)

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See below for a range of resources from Uni of Notts 

# data[].attributes.subject
See below for a range of resources from Uni of Notts 

# data[].attributes.body
Submit to joss@touchconsulting.net 29 May 2020

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TECHNOLOGY AND DATA

(paper from Nott University)

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Realistic mathematics education: Eliciting alternative mathematical conceptions of learners

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Realistic mathematics education: Eliciting alternative mathematical conceptions of learners

# data[].attributes.headline
It’s not a math lesson - we’re learning to draw! Teachers’ use of visual representations in instructing word problem solving in sixth grade of elementary school 

# data[].attributes.subject
It’s not a math lesson - we’re learning to draw! Teachers’ use of visual representations in instructing word problem solving in sixth grade of elementary school 

# data[].attributes.headline
Attitudes of 7th Class Students Toward Mathematics in Realistic Mathematics Education

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Attitudes of 7th Class Students Toward Mathematics in Realistic Mathematics Education

# data[].attributes.headline
Student Difficulties in Mathematizing Word Problems in Algebra 

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Student Difficulties in Mathematizing Word Problems in Algebra 

# data[].attributes.headline
Authentic Modelling Problems in Mathematics Education—Examples and Experiences

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Authentic Modelling Problems in Mathematics Education—Examples and Experiences

# data[].attributes.headline
Using Pictorial Maps to Scaffold Problem Solving in Primary-Grade Arithmetic

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Using Pictorial Maps to Scaffold Problem Solving in Primary-Grade Arithmetic

# data[].attributes.headline
Mathematics Word Problem Solving Through Collaborative Action Research

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Mathematics Word Problem Solving Through Collaborative Action Research

# data[].attributes.headline
1a. How do we develop FE teachers to use the mastery approach with GCSE re-sit students?

# data[].attributes.subject
1a. How do we develop FE teachers to use the mastery approach with GCSE re-sit students?

# data[].attributes.body
Gateshead College

# data[].attributes.body
(paper from Nott University)

# data[].attributes.headline
2. How do FE Maths practitioners implement a Mastery Approach within their teaching of GCSE Maths Re-sit?

# data[].attributes.subject
2. How do FE Maths practitioners implement a Mastery Approach within their teaching of GCSE Maths Re-sit?

# data[].attributes.body
Grimsby Institute of Further and Higher Education

# data[].attributes.headline
3. Does the maths environment promote & support learning?

# data[].attributes.subject
3. Does the maths environment promote & support learning?

# data[].attributes.body
Lakes College

# data[].attributes.headline
4. Why do learners choose to engage, or not engage with online maths resources in college?

# data[].attributes.subject
4. Why do learners choose to engage, or not engage with online maths resources in college?

# data[].attributes.body
Leeds City College

# data[].attributes.headline
5. How do students respond to a team based competitive starter activity across a course of six weeks?

# data[].attributes.subject
5. How do students respond to a team based competitive starter activity across a course of six weeks?

# data[].attributes.body
Nelson and Colne College

# data[].attributes.headline
6. How can a Mastery model be adapted to allow one year resit students to develop;                   •	Mathematical thinking       •	Procedural variation           •	Conceptual variation   

# data[].attributes.subject
6. How can a Mastery model be adapted to allow one year resit students to develop;                   •	Mathematical thinking       •	Procedural variation           •	Conceptual variation   

# data[].attributes.body
Tameside College

# data[].attributes.headline
 7. How do teachers (and students) use Geogebra to support understanding of geometry?

# data[].attributes.subject
 7. How do teachers (and students) use Geogebra to support understanding of geometry?

# data[].attributes.body
Wilberforce College

# data[].attributes.headline
7 cont. How do teachers (and students) use Geogebra to support understanding of geometry?

# data[].attributes.subject
7 cont. How do teachers (and students) use Geogebra to support understanding of geometry?

# data[].attributes.body
Wilberforce College

# data[].attributes.headline
8.How do progress tutors help students engage in learning maths?

# data[].attributes.subject
8.How do progress tutors help students engage in learning maths?

# data[].attributes.body
Cambridge Regional College

# data[].attributes.headline
9. How do teachers use the GCSE awarding body analysis to assess students' strengths and areas for development and inform planning?

# data[].attributes.subject
9. How do teachers use the GCSE awarding body analysis to assess students' strengths and areas for development and inform planning?

# data[].attributes.body
Harlow College

# data[].attributes.headline
9a. How does using technology (Au. R) impact on learners understanding of  problem solving with shape?

# data[].attributes.subject
9a. How does using technology (Au. R) impact on learners understanding of  problem solving with shape?

# data[].attributes.body
Harlow USP

# data[].attributes.headline
9b.  How will the use of a maths lab impact on a student’s engagement with maths?

# data[].attributes.subject
9b.  How will the use of a maths lab impact on a student’s engagement with maths?

# data[].attributes.body
Harlow- Northampton College

# data[].attributes.headline
10.How do teachers use collaborative planning to develop mathematical tasks that improve students' problem solving?

# data[].attributes.subject
10.How do teachers use collaborative planning to develop mathematical tasks that improve students' problem solving?

# data[].attributes.body
Leicester College

# data[].attributes.headline
11. How do maths learners engage with interactive learning software in a classroom environment?

# data[].attributes.subject
11. How do maths learners engage with interactive learning software in a classroom environment?

# data[].attributes.body
Stamford College

# data[].attributes.headline
12. What does an engaging lesson look like and how do teachers teach them?

# data[].attributes.subject
12. What does an engaging lesson look like and how do teachers teach them?

# data[].attributes.body
Newcastle & Stafford College Group

# data[].attributes.headline
13. How do students respond to incisive questions in the thinking environment?

# data[].attributes.subject
13. How do students respond to incisive questions in the thinking environment?

# data[].attributes.body
Weston College  & Partners, (Yeovil, Heart of Worcestershire College, Hartpury College, South Gloucestershire & Stroud College & South Devon College)

# data[].attributes.headline
14. How does the use of problem solving activities help engage students with mathematical tasks? 

# data[].attributes.subject
14. How does the use of problem solving activities help engage students with mathematical tasks? 

# data[].attributes.body
Leyton Sixth Form

# data[].attributes.headline
15. How do students respond to maths lessons outside of the classroom? 

# data[].attributes.subject
15. How do students respond to maths lessons outside of the classroom? 

# data[].attributes.body
Plymouth & Exeter College

# data[].attributes.headline
16. How do students respond to our growth mindset intervention? 

# data[].attributes.subject
16. How do students respond to our growth mindset intervention? 

# data[].attributes.body
Warwickshire College

# data[].attributes.headline
17. How does the use of Academic Improvement Mentors and Maths Specialist Tutoring impact the learning experience and mindset of re-sit GCSE Maths students?

# data[].attributes.subject
17. How does the use of Academic Improvement Mentors and Maths Specialist Tutoring impact the learning experience and mindset of re-sit GCSE Maths students?

# data[].attributes.body
Christ the King Sixth Form College, St Charles Catholic Sixth Form College, Shooters Hill Sixth Form College & Newhaven School

# data[].attributes.headline
18. How do teachers respond to centrally planned resources and fortnightly implementation meetings to implement a mastery curriculum?

# data[].attributes.subject
18. How do teachers respond to centrally planned resources and fortnightly implementation meetings to implement a mastery curriculum?

# data[].attributes.body
East Kent College

# data[].attributes.headline
19a. How does the use of maths coaches improve the motivation and engagement of GCSE maths re-sit students?

# data[].attributes.subject
19a. How does the use of maths coaches improve the motivation and engagement of GCSE maths re-sit students?

# data[].attributes.body
Fareham College