Building mathematics skills in a vocational context

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What did the researchers believe might improve the success of a future programme?

Although fourteen of the eighteen experimental groups of students tested scored more than their peers in the control groups, the differences only reached statistical significance in three instances. The researchers suggested several reasons for this.

Firstly, they suggested that that in some instances, the maths test used might not have been particularly sensitive to the focus of the maths instruction in the CTE class. Curriculum mapping identified varying types and amounts of maths across the six different CTE subjects and each of the three different maths tests assessed a different range of concepts. The fit of the test to the maths encountered might not have been very close.

Secondly, teachers in the experimental group followed the teaching model to different degrees. In some instances, the CTE teachers did not teach all of the maths enhancements, or did not teach them as intended. For example, many teachers struggled to implement the seventh element of the teaching model. Teachers also commented that it was more difficult to teach lessons they had not personally designed. They asked for additional support and researchers planned to include more extensive professional development and more time for developing lessons in the forthcoming full year study.

Thirdly, although teachers in the control group were supposed to continue to teach as before, some changed their usual approach to teaching during the experimental term. In some settings, students and teachers in the control group undertook school-wide maths improvement projects that may have improved control students’ maths scores.

Finally, the researchers suggested that the single term duration of the project was relatively short and may have limited the gains made. They hoped to find more significant improvements during the full, year-long project.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How much did the students’ maths improve? How did the teachers prepare for and implement the project? What was the typical pattern of a CTE lesson designed to support students’ maths? How did the pairs of teachers evaluate the new lessons? What did the researchers believe might improve the success of a future programme? What were the aims of the study and how was it designed? What are the implications of the study? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Building mathematics skills in a vocational context This digest found in Mathematics Send to a friend Word doc 70KB Printer friendly Collate for later What did the researchers believe might improve the success of a future programme? Although fourteen of the eighteen experimental groups of students tested scored more than their peers in the control groups, the differences only reached statistical significance in three instances. The researchers suggested several reasons for this. Firstly, they suggested that that in some instances, the maths test used might not have been particularly sensitive to the focus of the maths instruction in the CTE class. Curriculum mapping identified varying types and amounts of maths across the six different CTE subjects and each of the three different maths tests assessed a different range of concepts. The fit of the test to the maths encountered might not have been very close. Secondly, teachers in the experimental group followed the teaching model to different degrees. In some instances, the CTE teachers did not teach all of the maths enhancements, or did not teach them as intended. For example, many teachers struggled to implement the seventh element of the teaching model. Teachers also commented that it was more difficult to teach lessons they had not personally designed. They asked for additional support and researchers planned to include more extensive professional development and more time for developing lessons in the forthcoming full year study. Thirdly, although teachers in the control group were supposed to continue to teach as before, some changed their usual approach to teaching during the experimental term. In some settings, students and teachers in the control group undertook school-wide maths improvement projects that may have improved control students’ maths scores. Finally, the researchers suggested that the single term duration of the project was relatively short and may have limited the gains made. They hoped to find more significant improvements during the full, year-long project.