The action research strand of the CfEM programme is exploring what works for teachers and learners. One of the distinctive approaches that CfEM has taken to address low pass rates in maths resits is to support groups of maths staff to undertake their own enquiries.
Action research can be thought of as a model for professional development and therefore highly relevant to transforming the experiences of resit maths teachers and learners. It allows for multiple lower-stakes iterations, thereby supporting incremental improvements. It also closes the distance between the researcher and practitioner – the teacher is designing what and how to research and therefore the content is relevant and immediate. Action research becomes more than the results or findings; it becomes about the process or ‘journey’ – which is a benefit in its own right.
Synthesis of action research reports 2020/21 and 2021/22
The CfEM approach to action research is summarised in these publications:
The reports relay the experience of teachers involved in the projects, and provides a synthesis of findings coming out of them.
Action Research for Professional Development: A Practical Guide for FE Maths Teachers
Based on three years of experience during the CfEM programme, the guide introduces key ideas within action research. It has been designed for you to use either as a complete course or to dip in to specific stages of research, with plenty of practical suggestions and resources throughout the document to develop your skills.
CfEM Live videos and reports
In 2020/21, the 21 Centres for Excellence in Maths undertook 36 action research projects, focussing on particular aspects of four themes: mastery, engagement and motivation, technology and/or contextualisation. They presented research findings at the 2021 CfEM Live celebration events and published reports capturing the deeper evidence-base. Centres continued action research projects the following year 2021/22 focussing on three key themes:
Engagement and resilience: Helping learners overcome negative attitudes and the various ways teams and organisations have developed a culture in which everyone believes all students can achieve.
Responsive teaching: Helping teachers value and build on students’ prior learning and address individual needs.
Teaching for mastery: Enabling students to develop fluency and understanding of key ideas and mathematical structure.
Click on the diagram for a larger view
Teaching for mastery in FE: Three key questions
Teaching for understanding: How can we develop learners’ conceptual understanding, and support their reasoning and problem-solving skills Responsive teaching: How can we deliver a maths curriculum that is responsive to the gaps in learners’ skills and understanding?
Engagement and resilience: How can we engage learners and overcome negative attitudes, anxiety and mindsets?
On this page you will find links to video-presentations, and access to the full reports from 2020-2021 and 2021-2022.
Teaching for Mastery
FE Mastery Models
Title
Centre
Year
Effective use of representatives and manipulatives in FE maths | Report | Video
Leyton Sixth Form College
2022
Using double number lines and bar modelling to teach the GCSE maths curriculum based on the mastery approach | Report | Video
Leyton Sixth Form College
2021
Collaborative Planning by FE maths teachers | Report | Video
Cambridge Regional College
2021
Collaborative teacher working on using manipulatives | Report | Video
Cambridge Regional College
2022
Do ratio tables help FE maths learners make sense of realistic maths problems? | Report | Video
Harlow College
2022
The role of CPA model in developing mathematical reasoning | Report
Gateshead College
2022
Can Mastery methods be applied online to the teaching of ratio? | Report
Gateshead College
2021
Using contextualisation and the ratio table to enhance the teaching and learning experience | Report
Weston College
2021
Can algebra tiles help FE maths resit students solve linear equations? | Report | Video
Warwickshire College Group
2022
Using manipulatives to engage and motivate post-16 maths learners | Report | Video
Christ the King Sixth Form College
2022
To increase and deepen learners conceptual mathematical understanding by using sequences of concrete, pictorial and abstract representations delivered online through virtual manipulatives | Report | Video
Christ the King Sixth Form College
2021
Improving progress and life skill using FE maths mastery-based approaches | Report
Newham College
2022
Exploring the use of technology and teacher confidence to develop supporting teaching and learning with variation for fluency in 16-19 year old GCSE re-sit learners, within different learning environments | Report | Video
Newham College & Southwark
2021
Raising attainment in Level 2 students by developing an effective mastery model of intervention which fosters a positive mind-set by increasing learner confidence | Report | Video
Using representations for problem-solving question in FE maths | Report
Weston College
2022
Tackling multi-mark measurement questions in FE maths | Report | Video
Greater Brighton Metropolitan College
2022
Teaching for FE mastery in vocational subjects
Title
Centre
Year
Interleaving FE maths mastery into vocational areas | Report | Video
Weston College
2022
Embedding contextualisation through collaboration in FE maths | Report | Video
Leicester College
2022
Increasing attainment/progress in GCSE re-sit maths by improving L3 vocational engagement and motivation with mathematical content in both the vocational and maths classroom | Report
TEC Partnership – Grimsby Institute of Higher and Further Education
2021
Developing FE learners’ maths vocabulary
Title
Centre
Year
Does maths semantics affect GCSE resit attainment? | Report
Leeds City College
2022
Exploring ESOL/EAL specific teaching and learning interventions of key words and phrases in the GCSE maths classroom and how they impact on learners’ progress | Report | Video
Newham College
2021
Mathematical resilience
Learner anxiety and growth mindsets
Title
Centre
Year
Impact of VESPA Mindset and Grow models on FE maths resit learners | Report
NCCG
2022
Positive thinking tools and strategies for FE maths learner confidence and resilience | Report
NCCG
2022
Using mastery principles to increase FE maths learner confidence | Report
Newcastle and Stafford Colleges Group
2022
Mindset motivation and effort beliefs in FE maths | Report
Lakes College
2022
Investigating changes in FE maths students’ mindsets | Report
Harlow College
2022
How can FE maths students learn to justify their answers? | Report
Tameside
2022
What impact do interventions based on the VESPA mindset model have on GCSE maths resit students? | Report | Video
Runshaw
2021
Mindfulness in Further Education maths GCSE re-sits; an Action Research report | Report | Video
Greater Brighton Metropolitan College
2021
Reducing maths anxiety in GCSE maths re-sit students by empowering teachers to investigate and tackle maths resilience | Report | Video
Warwickshire College Group
2021
How does the tone of assessment feedback impact the motivation and engagement of British GCSE mathematics re-sit students in a further education setting? | Report | Video
Improving the motivation and engagement of maths GCSE re-sit students in FE Colleges by providing additional maths coaching sessions personalised to their diagnosed gaps and to support with growth mindset, confidence and aspirations | Video | Report
City College Plymouth
2021
FE maths learner engagement through specialist maths mentors and software | Report
Can a coaching approach improve achievement and progression for students re-sitting GCSE maths? | Report | Video
Fareham College
2021
The effect of small group intervention by teachers through maths labs and maths clinics on learner engagement and achievement | Report
Harlow
2021
Using technology to engage learners in FE maths
Title
Centre
Year
The role of technology in an FE maths mastery model | Report
Newcastle and Stafford Colleges Group
2022
How digital learning platforms impact on participation and engagement in FE maths? | Report | Video
NCCG
2022
Improving the motivation and engagement of maths GCSE re-sit students in FE by utilising a blended learning approach | Report | Video
Newcastle and Stafford Colleges Group
2021
How can blended learning be used to engage students in the learning experience? | Report | Video
Leyton Sixth Form college
2021
Introducing blended teaching and learning opportunities through the use of interactive maths software | Report | Video
New Stamford College
2021
Exploring how online platforms can be used to re-engage and motivate disengaged post-16 GCSE maths re-sit learners | Report
Harlow College
2021
What components of an effective digital maths provision positively affect motivation and engagement of GCSE and Functional Skills learners? | Report
East Kent College
2021
Using Technology in FE maths to improve understandings threshold concepts | Report
Lakes College
2022
Online – On-point or off-kilter? a CRISP delivery – enhancing the flavour of online maths, exploring: Collaboration; Role of the teacher; Independent learning; Supporting everyone; Peer learning | Report | Video
Lakes College
2021
Flipped learning
Title
Centre
Year
Strategies for independent learning in FE maths | Report
Leicester College
2022
Does a flipped classroom approach really add value? | Report | Video
What impact does the introduction of Flipped Learning have on learners’ experience of the GCSE maths resit course? | Report | Video
Nelson and Colne College Group
2021
Maths lessons outside of the classroom
Title
Centre
Year
Alternative Learning Environments | Report | Video
City College Plymouth
2022
Improving the motivation and engagement of maths Level 2 and GCSE re-sit students in FE Colleges by developing maths learning outside the traditional learning environment (including outdoors and wider campus settings) | Report | Video
City College Plymouth
2021
Gamification techniques in the maths classroom
Title
Centre
Year
Can gamification enhance motivation in maths FE learners? | Report
Leeds City College
2022
Responsive teaching
Using diagnostic assessment
Title
Centre
Year
Diagnostic assessment of FE maths learner confidence for mastery | Report | Video
Stamford
2022
Identifying and filling common skills gaps in FE maths | Report | Video