Seleznyov, S;
Adhami, M;
Black, A;
Hodgen, J;
Twiss, S;
(2022)
Cognitive Acceleration in Mathematics Education: further evidence of impact.
Education 3-13: the professional journal for primary education
, 50
(5)
pp. 564-576.
10.1080/03004279.2021.1872678.
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Abstract
The Cognitive Acceleration (or Let’s Think) approach to mathematics teaching is a Piagetian programme drawing on Vygotsky’s research, developed at King’s College London over 30 years ago, along with its associated professional development (PD) programme. This project sought to replicate the original studies conducted 10–15 years earlier and before much national curriculum change, through a professional development project with 41 teachers of children aged 6–12 from London in 2014. Results of pre- and post-test of mathematics attainment are reported for 232 students. Despite a shorter duration, data shows increased teacher efficacy, improved teaching and a mean gain equivalent to 2.6 months learning for benefitting students, which broadly mirrors cognitive effects of original trials with twice the duration. This evidence corroborates the impact demonstrated in several original CA research papers, and additionally details specific impact on teacher confidence and classroom practice.
| Type: | Article |
|---|---|
| Title: | Cognitive Acceleration in Mathematics Education: further evidence of impact |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03004279.2021.1872678 |
| Publisher version: | http://dx.doi.org/10.1080/03004279.2021.1872678 |
| Language: | English |
| Additional information: | © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http:// creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10118780 |
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