The report into our London Schools Excellence Fund Let’s Think Maths and English project has now been published. Evidence from a range of sources demonstrated that Let’s Think made a significant difference to teacher confidence, and skills, pupil learning, the development of Let’s Think lead teachers and lead schools. The professional development model was a significant element of the project’s success, for example the use of simulation lessons; and giving teachers time to reflect on teaching and learning with colleagues.
A recent paper from Tonga found that the introduction of Let’s Think Maths, or CAME (Cognitive Acceleration in Maths Education) for Year 8 and 9 students made a significant differences to students’ self-regulation, motivation and mathematics achievement. Finau, T., Treagust, D.F., Won, M. and Chandrasegaran, A.L., 2016. Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation. International Journal of Science and Mathematics Education, pp.1-20.
This study replicates recent research in Australia with CASE in which low socio-economic students in regional Western Australia made significant cognitive gains, with concomitant improvement in the national science test results:
- Oliver, M., Venville, G. and Adey, P., 2012. Effects of a cognitive acceleration programme in a low socioeconomic high school in regional Australia. International Journal of Science Education, 34(9), pp.1393-1410.
- Oliver, M. and Venville, G., 2016. Bringing CASE in from the Cold: the Teaching and Learning of Thinking. Research in Science Education, pp.1-18.
- Venville, G. and Oliver, M., 2015. The impact of a cognitive acceleration programme in science on students in an academically selective high school. Thinking Skills and Creativity, 15, pp.48-60.
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