Interventions to improve mathematical achievement in primary school-aged children

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 literature that assesses the impact of interventions on mathematical achievement .

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). The review had a clearly defined method to identify studies. The criteria for inclusion and exclusion for the study were also defined before the review began. This plan was recorded on the internet prior to beginning the review process so that readers can be assured that the work is rigorous

This review included studies that assessed the outcomes of interventions aimed at improving mathematical achievement in primary school-aged children. Forty-five randomized control trials were included along with thirty-five quasi-experimental studies. The studies were published between 2000 and 2017. These studies were mostly conducted in the USA and Europe. Although the randomized control trial studies used random assignment to groups, many did not follow rigorous methods to reduce potential bias.

A wide variety of studies were identified that focused on different topic areas in mathematics, specifically conceptual understanding, understanding magnitudes, knowledge of the number system, fluency with mathematics facts and strategy use. The studies also used a number of different types of teaching methods, such as the use of manipulatives, providing different types of feedback, using computerized environments for learning and varying how information is delivered to pupils (e.g. through song or story books).

Directly comparing the effect size of interventions with such varied types, lengths and target areas of mathematics would not lead to valid conclusions. Instead we have summarised the approaches and findings of these studies highlighting the interventions for which rigorous evidence of effectiveness does or does not exist.

What are the key characteristics of the most effective interventions for improving mathematical learning in primary-school aged children who do not meet the criteria for mathematics disability (e.g. equipment involved, any associated costs)?

Seventy-two out of the eighty included studies reported a positive impact of the intervention on at least one academic outcome measure. In addition, twelve studies also reported benefits for secondary outcomes, such as attitudes or anxiety related to mathematics. Two studies reported actual costs of interventions. Fourteen studies reported that teachers or assistants would require specialist training to deliver the intervention. Many of the interventions did not require specialist equipment for delivery; most interventions involved routine materials that would be available in most Western-context classrooms. Thirty-six studies required specialist software to deliver the intervention, ten of these studies assessed commercially available software.

Conclusions

The studies identified in this review suggested that there are a number of approaches that have potential to promote mathematical learning in mainstream primary classrooms;1.Focusing on key topic areas in mathematics such asconceptual understanding, magnitudes and basic number skills.2.Ensuring that children have a fluent grasp of mathematical facts.3.Ensuring that children have a wide bank of strategies to complete mathematical problems and that they know when to best apply them.4.The appropriate use of objects as learning aids.5.Providing effective and timely feedback.6.Using technology that has been developed with clear understanding of how children learn.7.Varying how mathematical content is delivered in the classroom, such as through physical activity or group work.