Cognitive Acceleration in Mathematics Education: Further Evidence of Impact

Autor/inn/en	Seleznyov, Sarah; Adhami, M.; Black, A.; Hodgen, J.; Twiss, S.
Titel	Cognitive Acceleration in Mathematics Education: Further Evidence of Impact
Quelle	In: Education 3-13, 50 (2022) 5, S.564-576 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1872678
Schlagwörter	Mathematics Instruction; Learning Theories; Piagetian Theory; Faculty Development; National Curriculum; Educational Change; Elementary School Students; Teacher Effectiveness; Educational Improvement; Teaching Methods; Achievement Gains; Mathematics Achievement; Cognitive Development; Self Efficacy; Foreign Countries; Problem Solving; Acceleration (Education); Teacher Attitudes; Program Effectiveness; United Kingdom (London) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Learning theory; Lerntheorie; Bildungsreform; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kognitive Entwicklung; Self-efficacy; Selbstwirksamkeit; Ausland; Problemlösen; Acceleration; Beschleunigung; Lehrerverhalten
Abstract	The Cognitive Acceleration (or Let's Think) approach to mathematics teaching is a Piagetian programme drawing on Vygotsky's research, developed at King's College London over 30 years ago, along with its associated professional development (PD) programme. This project sought to replicate the original studies conducted 10-15 years earlier and before much national curriculum change, through a professional development project with 41 teachers of children aged 6-12 from London in 2014. Results of pre- and post-test of mathematics attainment are reported for 232 students. Despite a shorter duration, data shows increased teacher efficacy, improved teaching and a mean gain equivalent to 2.6 months learning for benefitting students, which broadly mirrors cognitive effects of original trials with twice the duration. This evidence corroborates the impact demonstrated in several original CA research papers, and additionally details specific impact on teacher confidence and classroom practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01