Dept of Mathematics Education seminar: 15 January 2025

The AIM Collective: Connecting Research and Practice in Early Math Education in Canada. (Carleton University, Canada)[HeatherDouglas@cunet.carleton.ca]

Abstract

The AIM (Assessment and Instruction for Mathematics) Collective is a network of Canadian researchers and educators committed to sharing research-informed, teacher-approved math education tools and resources. One of these tools is the Early Math Assessment @ School (EMA@School), a formative assessment package that is based in research on early mathematical learning and developed in response to the need for a valid and reliable assessment of number skills in students from kindergarten to grade 4. The EMA@School was designed to be administered by classroom teachers and is now being used as a pre- and post-test measure to evaluate interventions developed through research-practice partnerships with Canadian school districts. In this presentation, we will share results from one partner-driven intervention project with students in grade three (ages 7 to 8 years). We will discuss some of the challenges that we have encountered in our ongoing projects and highlight characteristics that have made our partnerships successful. We will reflect on the importance of working in collaboration with educators to ensure buy-in and uptake of early mathematics tools and strategies based in research.

40 mins Presentation + 20 mins Q&A: Prof. Camilla Gilmore, Dr Julia Bahnmueller, Dr. Iro Xenidou-Dervou

Supporting children’s inhibitory control in mathematics learning: A participatory research study (Loughborough University) [C.Gilmore@lboro.ac.uk]

Abstract

Inhibitory control (IC) is important for academic achievement, particularly for mathematics. One proposed mechanism is the need to deploy IC to suppress prepotent strategies in favour of more effective or appropriate strategies. Previous educational interventions have been unsuccessful, possibly because researcher-developed interventions were unsuitable for classroom use.   We investigated an alternative approach to developing research-based interventions through co-design with mathematics education advisors (n = 5) and classroom teachers (n = 15). Quantitative and qualitative evidence of intervention feasibility and impact on teachers’ understanding, as well as children’s (n = 305) mathematical performance and attitudes to mathematics was collected.  Across an academic year, teachers engaged in professional development activities about the development of IC and how this may be involved in learning mathematics. Using intervention suggestions developed by the researchers and advisors, teachers selected, adapted, and extended these to their classroom.  Teachers incorporated IC strategies into their classroom practice in many ways. For example, using shared language cues (e.g., “SALT”), images (e.g., a stop sign), classroom discussion about strategies, reducing emphasis on speed of response etc. These went far beyond the initial ideas of the research team. There was some evidence of a reduction in children’s use of inappropriate prepotent strategies on assessment items and change in children’s attitudes to mathematics. Our design limits strong causal conclusions on children's outcomes but highlights the efficacy of co-designed interventions and teacher professional development in changing classroom practices.