Mathematical Reasoning is a programme designed by University of Oxford (OU) that aims to improve mathematical attainment in Year 2 pupils by developing their understanding of the logical principles underlying mathematics.
It is a whole class programme that focuses on abilities that underpin mathematical reasoning, quantitative reasoning (the ability to understand the relations between quantities and to use them to solve problems) and arithmetic (the ability to understand the relations between numbers; in the programme, there is a specific focus on additive composition of number and the inverse relation between addition and subtraction).
It involves 12 teaching units delivered over 12 – 15 weeks, with pupils receiving approximately one hour of content per week as part of regular math lessons. The programme includes online games and fully resourced materials.
This pilot evaluated the effectiveness of a new online training format for teachers to deliver the programme, looking only at how it prepared teachers for the delivery of Mathematical Reasoning in classrooms.
Mathematical Reasoning is an established intervention which has shown promise in previous EEF evaluations. An efficacy trial found pupils made an additional three months’ progress compared to control schools. A subsequent effectiveness trial showed one month’s additional progress. To enable scalability while maintaining effectiveness, the developers created an online version of the teacher training. This pilot aimed to assess the acceptability and feasibility of this online training model.
The online training was generally considered useful by teaching staff in preparing them to deliver the programme. Most of the surveyed teaching staff reported confidence in being able to use the programme following the initial online training, and subsequently conveyed confidence in being able to use the programme towards the end of the programme. The videos demonstrating classroom practice received the highest ratings for usefulness though some found the mathematical terminology covered to be challenging to understand. On average, teachers reported delivering 9 out of 12 teaching units after training, which is in line with the programme expectations.
The online format offered flexibility and convenience, but some challenges included limited interaction and an understanding of the time commitments required to complete the training. Teacher Leaders, who were responsible for supporting the participating teachers, felt equipped for their role and demonstrated the ability to adapt their support as needed.
The findings broadly support the theory of change that the online training can effectively prepare teachers to deliver the Mathematical Reasoning programme. While no fundamental barriers to scaling were reported, some refinements were suggested, such as providing more classroom practice videos and streamlining content.
Further evaluation would be needed to assess the effectiveness of the full Mathematical Reasoning programme, containing this online mode of teacher training, on pupil attainment. The EEF is currently undertaking an effectiveness trial to assess the full impact of this programme when delivered at scale.