Interventions to improve mathematical achievement in primary school-aged children
Mathematical achievement is important for children’s future educational success, employment opportunities and health outcomes.
Mathematical achievement is important for children’s future educational success, employment opportunities and health outcomes. However, it is recognised that there is substantial underachievement in this subject. There is a growing body of evidence that assesses the impact of interventions on mathematical achievement.
In this project we carried out a rigorous review of research that investigated the outcomes of classroom-based mathematical interventions that were targeted at primary school-aged children. The review assessed whether the interventions had an effect on mathematical achievement, attitudes or anxiety. Importantly, these interventions did not focus on children with mathematical learning difficulties, instead the information from this review is relevant for the majority of children in mainstream classroom settings.
This project was led by Dr Victoria Simms (Ulster University) with Dr Camilla Gilmore (Loughborough University), Dr Seaneen Sloan (University College Dublin) and Dr Clare McKeaveney (Queen's University Belfast) and was funded by the Nuffield Foundation.
Increasingly educational commentators have suggested that policy and practice should be informed by the best available evidence.
A systematic review is a rigorous process that allows researchers to identify and synthesise studies on a specific topic.
This review includes studies that assess the outcomes of interventions aimed at improving mathematical achievement in primary school-aged children.
This section provides detail information on each identified study in the review. You may wish to search this table to find studies that assess interventions.
Research Director - Psychology
School of Psychology