UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Mind the gap: Mathematics teaching and learning in Power Maths primary schools in a pandemic autumn

Barrow, E; Golding, J; Grima, G; (2021) Mind the gap: Mathematics teaching and learning in Power Maths primary schools in a pandemic autumn. In: Marks, RM, (ed.) BSRLM Proceedings: Vol 14 No 1. (pp. 05). BSRLM: Online. Green open access

[thumbnail of Golding_Barrow BSRLM March2021 v2.pdf]
Preview
Text
Golding_Barrow BSRLM March2021 v2.pdf - Accepted Version

Download (191kB) | Preview

Abstract

We report Autumn 2020 findings from a 2019-2021 study of impact and use of a ‘mastery’-oriented primary (ages 4-11) mathematics resource, ‘Power Maths’. The study follows 40 classes of primary children and their teachers, in 20 schools, over two years. Following earlier pandemic evidence, more recent data show schools and teachers responding to Autumn ‘mathematics recovery’ challenges in very different ways, with a range of creativity, of solution-focus, and of alignment with the Power Maths-promoted ‘mastery’ approaches, although more complex mathematical processes commonly remained marginalised. Teachers reported that new classroom guidelines severely restricted ‘carpet’ and group work and use of manipulatives. They pervasively referenced identification and addressing of gaps in children’s prior learning. While most teachers expressed concern about the continuing impact on mathematical development, and reduction in confidence, they reported children usually still responding positively to mathematical opportunities to learn, and confidence slowly returning.

Type: Proceedings paper
Title: Mind the gap: Mathematics teaching and learning in Power Maths primary schools in a pandemic autumn
Event: BSRLM day conference March 2021
Dates: 06 March 2021
Open access status: An open access version is available from UCL Discovery
Publisher version: https://bsrlm.org.uk/wp-content/uploads/2021/05/BS...
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/10133600
Downloads since deposit
224Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item