Barrow, E; Grima, G; Golding, J; (2019) How are Abacus resources supporting transformational mathematics learning and assessment? Presented at: 20th annual meeting of the Association for Educational Assessment – Europe (AEA-Europe 2019), Lisbon, Portugal.

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Abstract

The English primary mathematics curriculum was reformed from 2014, reflecting aspirations for transformational mathematical functioning for the twenty-first century. We report on findings from a longitudinal study exploring the impact of a related and widely-used set of curriculum and assessment materials. We set out to explore the motivations for adoption, how the different elements are typically used in schools, and perceptions of their effectiveness in meeting the needs of teachers and learners, including perceived priorities for further development of the resources. In particular, we studied the use of the resources to support children’s grasp of challenging curriculum areas. Qualitative data from observations, interviews and focus groups, supplemented by progression data, were collected from teachers and children in nine lower primary and nine upper primary classes, each class followed through two years’ enactment, and from the schools’ mathematics coordinators. We identify significant findings, such as the role ascribed to digital elements, the apparent impact of resource use on learner and teacher affect, and its sometimes transformational impact on children’s engagement with key mathematical processes such as problem solving, reasoning and fluency. We outline the consequent actions taken to further develop efficacy.

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