Teaching Children How to Use Language to Solve Maths Problems

This digest found in

How was the study designed?

The target classes were in Year 5 (aged 9-10), involving 109 students over the two years with a further 121 as a control group. The researchers argued that a simple analysis of the use of language by the students would be too clumsy for real insight. They were more interested in the quality of discussion and the improvements of grades. The resulting grade improvement was an increase of 44% in the target classes compared with 26% in the control group.

The researchers measured improvements over two years, and only included students who were in the study from beginning to end. This removed the possibility of changes (children changing schools and so on) which may have let to a corruption of the result. Schools chosen were of similar standards and in a close geographical area. The effects of the intervention programme on children's talk, reasoning and learning were measured through observation and formal assessment in experimental 'target' classes, with pre- and post-intervention comparisons being made with children in matched control classes in other schools with similar catchments.

Results were analysed using the following methods:

Key stage 2 SAT tests
Analysis of teachers' interactions with children, particularly:

use of 'why' questions
use of reasoning words ('if', 'because', 'so')
use of reason to back up statements
checks that everyone with a relevant idea was heard
agreement throughout the class at the end of the debate

analysis of pupil's talk in groups, particularly:

how pupils in all classes solved problems, and
changes in the target classes pre- and post-intervention

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Mathematics > Teaching Children How to Use Language to Solve Maths Problems > How was the study designed?
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the researchers discover about teaching and maths? What did the thinking together lessons involve? What teaching methods worked well? How was the study designed? What are the implications for practitioners? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Teaching Children How to Use Language to Solve Maths Problems This digest found in Mathematics Send to a friend Printer friendly Collate for later How was the study designed? The target classes were in Year 5 (aged 9-10), involving 109 students over the two years with a further 121 as a control group. The researchers argued that a simple analysis of the use of language by the students would be too clumsy for real insight. They were more interested in the quality of discussion and the improvements of grades. The resulting grade improvement was an increase of 44% in the target classes compared with 26% in the control group. The researchers measured improvements over two years, and only included students who were in the study from beginning to end. This removed the possibility of changes (children changing schools and so on) which may have let to a corruption of the result. Schools chosen were of similar standards and in a close geographical area. The effects of the intervention programme on children's talk, reasoning and learning were measured through observation and formal assessment in experimental 'target' classes, with pre- and post-intervention comparisons being made with children in matched control classes in other schools with similar catchments. Results were analysed using the following methods: Key stage 2 SAT tests Analysis of teachers' interactions with children, particularly: use of 'why' questions use of reasoning words ('if', 'because', 'so') use of reason to back up statements checks that everyone with a relevant idea was heard agreement throughout the class at the end of the debate analysis of pupil's talk in groups, particularly: how pupils in all classes solved problems, and changes in the target classes pre- and post-intervention