Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work?
In this paper we report on the intervention phase of an ESRC-funded project, Increasing Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS). The intervention was designed to enable teachers to use formative assessment in mathematics classrooms by evaluating what students alre...
| Main Authors: | , , , |
|---|---|
| Format: | Conference or Workshop Item |
| Published: |
2014
|
| Subjects: | |
| Online Access: | https://eprints.nottingham.ac.uk/32203/ |
| _version_ | 1848794357348433920 |
|---|---|
| author | Hodgen, Jeremy Coe, Rob Brown, Margaret Küchemann, Dieter |
| author_facet | Hodgen, Jeremy Coe, Rob Brown, Margaret Küchemann, Dieter |
| author_sort | Hodgen, Jeremy |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | In this paper we report on the intervention phase of an ESRC-funded project, Increasing Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS). The intervention was designed to enable teachers to use formative assessment in mathematics classrooms by evaluating what students already knew, then adapting their teaching to students’ learning needs. A key feature was the use of models and representations, such as the Cartesian graph, both to help students better understand mathematical ideas and to help teachers appreciate students’ difficulties. Twenty-two teachers and their Year 8 classes from 11 schools took part in the intervention during 2010/11. Pre! and post-tests in algebra, decimals and ratio were administered to the students of these classes, and compared to a control group of students matched from the ICCAMS national longitudinal survey (using propensity score matching). The students in the intervention group made greater progress than the matched control. |
| first_indexed | 2025-11-14T19:14:54Z |
| format | Conference or Workshop Item |
| id | nottingham-32203 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:14:54Z |
| publishDate | 2014 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-322032020-05-04T16:46:40Z https://eprints.nottingham.ac.uk/32203/ Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work? Hodgen, Jeremy Coe, Rob Brown, Margaret Küchemann, Dieter In this paper we report on the intervention phase of an ESRC-funded project, Increasing Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS). The intervention was designed to enable teachers to use formative assessment in mathematics classrooms by evaluating what students already knew, then adapting their teaching to students’ learning needs. A key feature was the use of models and representations, such as the Cartesian graph, both to help students better understand mathematical ideas and to help teachers appreciate students’ difficulties. Twenty-two teachers and their Year 8 classes from 11 schools took part in the intervention during 2010/11. Pre! and post-tests in algebra, decimals and ratio were administered to the students of these classes, and compared to a control group of students matched from the ICCAMS national longitudinal survey (using propensity score matching). The students in the intervention group made greater progress than the matched control. 2014-04-14 Conference or Workshop Item NonPeerReviewed Hodgen, Jeremy, Coe, Rob, Brown, Margaret and Küchemann, Dieter (2014) Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work? In: 8th British Congress of Mathematics Education, 14-17 Apr 2014, University of Nottingham. Algebra Multiplicative reasoning Formative assessment http://www.bsrlm.org.uk/BCME8/BCME8-22.pdf |
| spellingShingle | Algebra Multiplicative reasoning Formative assessment Hodgen, Jeremy Coe, Rob Brown, Margaret Küchemann, Dieter Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work? |
| title | Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work? |
| title_full | Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work? |
| title_fullStr | Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work? |
| title_full_unstemmed | Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work? |
| title_short | Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work? |
| title_sort | improving students’ understanding of algebra and multiplicative reasoning: did the iccams intervention work? |
| topic | Algebra Multiplicative reasoning Formative assessment |
| url | https://eprints.nottingham.ac.uk/32203/ https://eprints.nottingham.ac.uk/32203/ |