Kyriacou, C. (2005) The impact of daily mathematics lessons in England on pupil confidence and competence in early mathematics: A systematic review. British Journal of Educational Studies, 53 (2). pp. 168-186. ISSN 0007-1005
Abstract
This paper reports the use of a systematic review to explore the impact of daily mathematics lessons in England on enhancing pupil confidence and competence in early mathematics. The review process identified 18 key papers. An in-depth analysis of these indicated that there was some evidence that the introduction of daily mathematics lessons, as part of the National Numeracy Strategy in England, has led to some improvement in pupil confidence and competence in early mathematics. However, the analysis also highlighted some shortcomings in the way this approach has impacted on classroom practice.
Metadata
| Item Type: | Article |
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| Authors/Creators: |
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| Dates: |
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| Institution: | The University of York |
| Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
| Depositing User: | York RAE Import |
| Date Deposited: | 12 Aug 2009 15:23 |
| Last Modified: | 12 Aug 2009 15:23 |
| Published Version: | http://dx.doi.org/10.1111/j.1467-8527.2005.00289.x |
| Status: | Published |
| Publisher: | Blackwell Publishing Ltd |
| Identification Number: | 10.1111/j.1467-8527.2005.00289.x |
| Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:5738 |
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CORE (COnnecting REpositories)