The impact of a thinking skills approach (CAME) on students' mathematical ability

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Thinking skills
Mathematics

Authors

Shayer, M and Adhami, M

Publisher

Educational Studies in Mathematics (2007) Vol. 64, pp. 265-291

Introduction

The Cognitive Acceleration in Mathematics (CAME) project was developed in response to concerns among practitioners about the mismatch between students' ability to solve mathematics problems and what the secondary curriculum demanded of them. Based on research and theory about students' thinking, CAME aims to boost the capacity for mathematical thinking of students aged 11 to 14 years and consequently raise their attainment in standard tests.

This study reports the findings from 12 schools in which students were taught CAME lessons during Years 7 and 8. Over half the 78 classes involved showed larger than expected gains in mathematics tests at the end of Year 8. After a further three years in the same schools, GCSE pass rates in mathematics were significantly higher than those in control schools. Pass rates in English and science also showed improvements.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What effect has CAME had on students' achievement? What is the CAME project? How might collaboration help children's thinking? What is a CAME Thinking Maths lesson like? How was the research carried out? What are the implications of this research? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader The impact of a thinking skills approach (CAME) on students' mathematical ability This digest found in Thinking skills Mathematics Send to a friend Word doc 90KB Printer friendly Collate for later Authors Shayer, M and Adhami, M Publisher Educational Studies in Mathematics (2007) Vol. 64, pp. 265-291 Introduction The Cognitive Acceleration in Mathematics (CAME) project was developed in response to concerns among practitioners about the mismatch between students' ability to solve mathematics problems and what the secondary curriculum demanded of them. Based on research and theory about students' thinking, CAME aims to boost the capacity for mathematical thinking of students aged 11 to 14 years and consequently raise their attainment in standard tests. This study reports the findings from 12 schools in which students were taught CAME lessons during Years 7 and 8. Over half the 78 classes involved showed larger than expected gains in mathematics tests at the end of Year 8. After a further three years in the same schools, GCSE pass rates in mathematics were significantly higher than those in control schools. Pass rates in English and science also showed improvements.