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.
There is a growing body of evidence that assesses the impact of interventions on mathematical achievement.
In this project we carried out a rigorous review of research that 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, attitudes or anxiety.
Importantly, these interventions did not focus on children with mathematical learning difficulties, instead the information from this review is relevant for the majority of children in mainstream classroom settings.
This project was led by:
- Dr Victoria Simms (Ulster University) with Dr Camilla Gilmore (Loughborough University)
- Dr Seaneen Sloan (University College Dublin) and Dr Clare McKeaveney (Queen's University Belfast)
The project was funded by the Nuffield Foundation.
