Valerie Rhodes

The key role of educational Research in the development and evaluation of the national numeracy strategy

The authors contest a politicians claim that the National Numeracy Strategy (NNS) in English primary schools has been an undisputed success with no contribution from educational researchers. First, the key role of researchers and research in the development of the NNS is outlined. Then there is a description of the Leverhulme Numeracy Research Programme, a linked set of research studies combining a large-scale longitudinal survey and qualitative case studies. Results suggest that the NNS had a positive but small effect on numeracy standards, but that there are many schools, children and areas of mathematics for whom the effect has been negligible or negative. The discussion of reasons for this relates to evidence from the Leverhulme Programme and elsewhere about the effects of different factors on attainment. Finally, there is some question of whether government and government agencies are being completely open about the evidence of effectiveness of the NNS.

The use of computer assisted learning in primary schools: some factors affectingthe uptake

Abstract This paper describes some of the findings of an ongoing research project into the use of microcomputers in primary schools. Case study investigations were carried out in eight Inner London Education Authority (ILEA) schools. Headteachers and teachers were interviewed and observations were recorded of children working with microcomputers wherever possible. Factors were isolated which promoted or inhibited the uptake of computer assisted learning (CAL) in primary schools. Many teachers of infant children believed that microcomputers were inappropriate for children of this age. Some teachers lacked the confidence to initiate microcomputer use in their teaching without some initial training. The level of uptake was higher in schools where the headteacher had a positive attitude to the value of CAL in the primary curriculum. The extent of use of microcomputers in schools was found to be affected by a number of factors, some of which are described in this paper.

Entitlement to attainment: tensions in the National Numeracy Strategy

This article examines models of entitlement that are being encouraged through the implementation of the English National Numeracy Strategy in relation to models presented in earlier policy documents. The argument is developed that the rhetoric has moved from entitlement as access to an appropriate curriculum, through entitlement to equality of teaching experience, towards entitlement to equality of learning outcome. However, we argue that in practice models of entitlement that were differentiated as a result of perceived differences in pupils have not been replaced with models of entitlement to outcomes, but merely that later models have overlaid earlier ones. This is made evident by the mixed messages that schools and teachers are exposed to and the variety of strategies adopted in schools. We suggest this places teachers in a situation of tension: on the one hand trying to ensure all pupils reach a standard level of attainment and on the other still trying to differentiate the curriculum to meet perceived individual needs.

NUMERACY PRACTICES IN PRIMARY SCHOOLS: TOWARDS A THEORETICAL FRAMEWORK

This paper describes a theoretical framework being developed as an analytical tool for part of the Leverhulme Numeracy Research Programme. The framework is expected to help our understanding of pupil progress over five years for children in each of two cohorts, as they each move up the school. Building on models developed to examine street mathematics and literacy practices, a dual level framework has been developed. One level allows for examining numeracy events in primary classrooms. Further, we suggest that in order to avoid remaining at the level of description looking ‘through’ this level allows second level interpretations of the meanings that the participants make of the situations-the numeracy orientations -behind these events.

Issues Involved in Designing and Administering an Assessment Instrument to Measure Adult Learners' Progress in Numeracy Classes.

This paper describes the process of designing and administering a sufficiently valid and reliable assessment instrument to measure the progress in attainment of adult learners studying numeracy, and discusses some of the inherent difficulties that were involved. The fieldwork took place during 2003–2005 and involved a sample of 34 teachers and 412 learners aged post‐16. The paper details how the lack of a range of suitable instruments, the heterogeneous nature of adult numeracy teaching, the remit and requirements of the research project and other practical factors, made it difficult to produce an instrument capable of measuring learners’ progress accurately, and hence to produce robust and reliable conclusions, generalisable across the whole sector. Having said this, and despite all the problems faced, the researchers still believe that the test has a sufficient degree of validity for the purposes of the study. The paper ends with some recommendations that may benefit other researchers when it comes to designing future numeracy assessments.

The Mediating Role of Textual Materials in Teachers’ Response to Calls for Classroom Reform

This chapter examines how the introduction of the National Numeracy Strategy impacted on planning for mathematics at the level of the whole school and the individual teacher. In its initial training the Strategy encouraged schools nationally to open up their planning to include a wider range of materials. It is argued here that decisions about the choice of materials to use when planning the daily mathematics lesson had the potential to act as a conduit for professional development. On an individual level for a few teachers this proved to be case. At a collective level this potential was realised for some teachers planning collaboratively, but not where issues of efficacy in terms of time and duplication of effort were felt to militate against joint planning activities. Despite an initial push by government to encourage teachers to plan from a range of materials, the subsequent publication of ready-made lesson plans, available electronically on the web, brings government’s commitment to promoting planning as a professional development opportunity into question.

Using ICT in primary mathematics: Practice and possibilities

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