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A pandemic summer: Impact on teaching and learning for mastery in Power Maths primary schools

Golding, J; Grima, G; (2021) A pandemic summer: Impact on teaching and learning for mastery in Power Maths primary schools. In: Marks, R, (ed.) BSRLM Proceedings. BSRLM Green open access

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Abstract

We report on findings from a 2019-2021 study of use and impact of Power Maths, a ‘mastery’-oriented primary (R-year 6) resource. The study follows 40 classes of 2019-20 Power Maths-using year 1, 3 and 5 children and their teachers over two years, exploring teacher/pupil use and impact on learning. We report initial high-level findings. Summer 2020 study data serendipitously enabled us to understand aspects of teachers’ work over the pandemic period. Teachers reported particular challenges in addressing new areas requiring conceptual development, and inability to effectively develop children’s mathematical language or reasoning, or to monitor deep progress in mathematics learning. However, some children’s learning benefited from small group in-school provision, and others’ from more contextualised and less time-constrained ‘home schooling’. Tentatively, children returning to school often showed initially slow, but accelerating, recovery from confidence and learning loss.

Type: Proceedings paper
Title: A pandemic summer: Impact on teaching and learning for mastery in Power Maths primary schools
Event: BSRLM day conference
Dates: 14 November 2020
Open access status: An open access version is available from UCL Discovery
Publisher version: https://bsrlm.org.uk/publications/proceedings-of-d...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
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/10122513
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