Pilot Evaluation of Thinking Mathematically
Client: Education Endowment Foundation
Duration: 2024 – 2025
Geography: England
Solutions: Evaluation, Research
In Key Stage 2 and GCSE external assessments, pupils often perform less successfully on problem-solving questions compared to fluency questions. Many schools lack a consistent approach to teaching mathematical problem-solving. Evidence from the What Works Clearinghouse indicates that providing regular opportunities for pupils to explore various strategies for problem-solving can enhance their confidence, efficiency, and flexibility in choosing appropriate approaches.
Thinking Mathematically is an evidence-informed programme designed by Blackpool Research School (BRS) that explicitly teaches Year 7 pupils how to tackle unfamiliar mathematical problems. The programme uses a train the trainer (TTT) approach to train Year 7 Maths teachers in the use of modelling, heuristics, and discussion. The aim of the programme is to help schools develop a consistent approach to problem-solving to better equip Year 7 pupils to tackle unfamiliar mathematical problems and improve maths attainment.
Oxford MeasurEd is conducting a mixed-methods implementation and process evaluation (IPE) of a pilot of Thinking Mathematically in 35 schools. Our evaluation will investigate whether the programme has evidence of promise to support the Theory of Change, is feasible to implement and deliver, and is ready to be evaluated in a trial.
Key Activities:
Conducting a desk-based review of programme theory and potential outcome measures for evaluation of impact.
Evaluating feasibility and gathering evidence of promise through qualitative and quantitative research activities with the delivery team, school staff and Year 7 pupils at participating schools.
Supporting EEF and BRS in defining the success criteria for the pilot that would make it suitable to progress the programme to an efficacy trial.
