“As schools face an ever increasing range of financial and innovative pressures, the need to stay ‘current’ in the provision of Mathematics and Numeracy support becomes more demanding. Simon McLean, Vice Principal, Woodlawn Primary School Carrickfergus commented: It’s really important that we support teachers by providing resources and training to help them improve children’s outcomes” We know from lots of research that early success in maths encourages young people to reach their potential across the STEM subjects on offer to them. “This report and web resource, which is free to access, highlights a range of evidence-based classroom interventions teachers can use to support their pupils with maths. Maths is just as important for children’s future educational success, but in comparison to reading we simply do not have as much evidence or resources to help children achieve in mathematics. “We hear a lot about the importance of literacy and the numerous interventions available to teachers to support learning in reading and comprehension. Lead researcher, Dr Victoria Simms, Reader in Developmental Psychology and Research Director of the School of Psychology at Ulster University explains: All of this information is summarised on a new, free-to-access website. This will help teachers make evidence based decisions to support children’s learning. Therefore, this study recommends that researchers develop this evidence-base by testing how effective mathematical interventions are. However, it is clear that the evidence base on mathematical interventions is weak. Technology in the classroom can also be helpful as long as these tools have been developed with a clear understanding of how children learn. It also found that there are lots of different ways that teachers can support children to have a wide bank of strategies to complete mathematical problems and that they know when to best apply them. The review found evidence to suggest that there are effective strategies that teachers can use to help learning mathematics understanding and be fluent with mathematical facts. ![]() Led by Ulster University’s Dr Victoria Simms, the research was carried out in partnership with Loughborough University, Queen’s University Belfast and University College Dublin. However, it is recognised that there is substantial underachievement in this subject, with approximately one in five children not reaching the required levels in mathematics by the end of primary school. Mathematical achievement is important for children’s future educational success, employment opportunities and health outcomes. ![]() A new Nuffield-funded report from researchers at Ulster University analyses the outcomes of classroom-based mathematical interventions and gives teachers access to a body of evidence that can assist them in helping primary school children with maths.
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