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Low attainment in mathematics: an investigation focusing on Year 9 students in England

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posted on 15.06.2020, 08:45 by Jeremy Hodgen, Rob Coe, Colin FosterColin Foster, Margaret Brown, Steve Higgins, Dietmar Küchemann
This project investigated low attainment in mathematics by focusing on the lowest attaining 40% of pupils in Year 9 in England and addressing the following research questions:
x What mathematics do low attaining secondary pupils understand, and what are their particular strengths and weaknesses in number, multiplicative reasoning and algebra?
x Can low attainment be characterised simply as delay? If not, to what extent and in what ways do low attaining pupils understand mathematics in qualitatively different ways to high attaining pupils?
x To what extent do low attaining pupils' prior understandings of mathematics, and of particular mathematical topics, help to explain the existence of the attainment gap? What is the relative contribution of these mathematical understandings in comparison to socio-economic status and other demographic factors?
x What is currently known about the effectiveness of teaching strategies and approaches that address low attainment in secondary mathematics?
x To what extent is mathematics currently taught in appropriate ways for low attainers?

Funding

Nuffield Foundation

History

School

  • Science

Department

  • Mathematics Education Centre

Citation

Hodgen, J., Coe, R., Foster, C., Brown, M., Higgins, S., & Küchemann, D. (2020). Low attainment in mathematics: An investigation focusing on Year 9 students in England. Final Report. London: UCL Institute of Education.

Publisher

UCL Institute of Education

Version

VoR (Version of Record)

Rights holder

Cover photograph © Kirsten Holst (www.kirstenholst.com).

Publication date

2020-06-12

Language

en

Depositor

Dr Colin Foster. Deposit date: 12 June 2020

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