CfEM action research resources

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

Action Research is a powerful model for professional development. Read our new guide to doing action research, 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.

Action research report front cover
Action research for professional development: a practical guide for FE maths teachers

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.

Teaching for mastery in FE: Three key questions
Teaching for mastery in FE: Three key questions

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
TitleCentreYear
Effective use of representatives and manipulatives in FE maths | Report | VideoLeyton Sixth Form College2022
Using double number lines and bar modelling to teach the GCSE maths curriculum based on the mastery approach | Report | VideoLeyton Sixth Form College2021
Collaborative Planning by FE maths teachers | Report | VideoCambridge Regional College2021
Collaborative teacher working on using manipulatives | Report | VideoCambridge Regional College2022
Do ratio tables help FE maths learners make sense of realistic maths problems? | Report | VideoHarlow College2022
The role of CPA model in developing mathematical reasoning | ReportGateshead College2022
Can Mastery methods be applied online to the teaching of ratio? | ReportGateshead College2021
Using contextualisation and the ratio table to enhance the teaching and learning experience | ReportWeston College2021
Can algebra tiles help FE maths resit students solve linear equations? | Report | VideoWarwickshire College Group2022
Using manipulatives to engage and motivate post-16 maths learners | Report | VideoChrist the King Sixth Form College2022
To increase and deepen learners conceptual mathematical understanding by using sequences of concrete, pictorial and abstract representations delivered online through virtual manipulatives | Report | VideoChrist the King Sixth Form College2021
Improving progress and life skill using FE maths mastery-based approaches | ReportNewham College2022
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 | VideoNewham College & Southwark2021
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 | VideoTameside College2021
FE maths mastery workshops | Report | VideoNelson and Colne2022
Problem-solving
Title CentreYear
Using representations for problem-solving question in FE maths | ReportWeston College2022
Tackling multi-mark measurement questions in FE maths | Report | VideoGreater Brighton Metropolitan College2022
Teaching for FE mastery in vocational subjects
Title CentreYear
Interleaving FE maths mastery into vocational areas | Report | VideoWeston College2022
Embedding contextualisation through collaboration in FE maths | Report | VideoLeicester College2022
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 | ReportTEC Partnership – Grimsby Institute of Higher and Further Education2021
Developing FE learners’ maths vocabulary
TitleCentreYear
Does maths semantics affect GCSE resit attainment? | ReportLeeds City College2022
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 | VideoNewham College2021

Mathematical resilience

Learner anxiety and growth mindsets
TitleCentreYear
Impact of VESPA Mindset and Grow models on FE maths resit learners | ReportNCCG2022
Positive thinking tools and strategies for FE maths learner confidence and resilience | ReportNCCG2022
Using mastery principles to increase FE maths learner confidence | ReportNewcastle and Stafford Colleges Group2022
Mindset motivation and effort beliefs in FE maths | ReportLakes College2022
Investigating changes in FE maths students’ mindsets | ReportHarlow College2022
How can FE maths students learn to justify their answers? | ReportTameside2022
What impact do interventions based on the VESPA mindset model have on GCSE maths resit students? | Report | VideoRunshaw2021
Mindfulness in Further Education maths GCSE re-sits; an Action Research report | Report | VideoGreater Brighton Metropolitan College2021
Reducing maths anxiety in GCSE maths re-sit students by empowering teachers to investigate and tackle maths resilience | Report | VideoWarwickshire College Group2021
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 | VideoBMAT STEM Academy & Wilberforce College2021
Year 11 Maths Dietary Requirements | ReportGrimsby Institute of Higher and Further Education2021
Coaching, mentoring and tutoring
Title CentreYear
The Power of Coaching | ReportCity College Plymouth2022
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 | ReportCity College Plymouth2021
FE maths learner engagement through specialist maths mentors and software | ReportStamford College2022
Using maths specialist tutors as mentors | ReportChrist the King2022
Improving the motivation and engagement of maths GCSE re-sit students in FE Colleges by using maths specialist tutors as mentors | Report | VideoChrist the King  2021
Student engagement coaches in Further Education for GCSE mathematics re-sit students | Report | VideoCambridge Regional College2021
Teacher-coach partnerships in FE | Report | VideoCambridge Regional College2022
Can a coaching approach improve achievement and progression for students re-sitting GCSE maths? | Report | VideoFareham College2021
The effect of small group intervention by teachers through maths labs and maths clinics on learner engagement and achievement | ReportHarlow2021
Using technology to engage learners in FE maths
Title  CentreYear
The role of technology in an FE maths mastery model | ReportNewcastle and Stafford Colleges Group2022
How digital learning platforms impact on participation and engagement in FE maths? | Report | VideoNCCG2022
Improving the motivation and engagement of maths GCSE re-sit students in FE by utilising a blended learning approach | Report | VideoNewcastle and Stafford Colleges Group2021
How can blended learning be used to engage students in the learning experience? | Report | VideoLeyton Sixth Form college2021
Introducing blended teaching and learning opportunities through the use of interactive maths software | Report | VideoNew Stamford College2021
Exploring how online platforms can be used to re-engage and motivate disengaged post-16 GCSE maths re-sit learners | ReportHarlow College2021
What components of an effective digital maths provision positively affect motivation and engagement of GCSE and Functional Skills learners? | ReportEast Kent College2021
Using Technology in FE maths to improve understandings threshold concepts | ReportLakes College2022
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 | VideoLakes College2021
Flipped learning
Title CentreYear
Strategies for independent learning in FE maths | ReportLeicester College2022
Does a flipped classroom approach really add value? | Report | VideoLeicester College2021
Introducing Flipped Learning | ReportGreater Brighton Metropolitan College2022
What impact does the introduction of Flipped Learning have on learners’ experience of the GCSE maths resit course? | Report | VideoNelson and Colne College Group2021
Maths lessons outside of the classroom
TitleCentreYear
Alternative Learning Environments | Report | VideoCity College Plymouth2022
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 | VideoCity College Plymouth2021
Gamification techniques in the maths classroom
Title  CentreYear
Can gamification enhance motivation in maths FE learners? | ReportLeeds City College2022

Responsive teaching

Using diagnostic assessment
Title  CentreYear
Diagnostic assessment of FE maths learner confidence for mastery | Report | VideoStamford2022
Identifying and filling common skills gaps in FE maths | Report | VideoWilberforce College2022
Skills gaps in FE maths | ReportFareham College2022
Evaluating the impact of diagnostic teaching for learners studying Functional Skills Mathematics | Report | VideoEast Kent College2021
How time-poor teachers could become more confident at Assessment for Learning (AfL) techniques | ReportGreater Brighton Metropolitan College2021
Effective target setting for FE maths learners and teachers | Report | VideoTameside College2022
Diagnostic assessment to address misconceptions
Title CentreYear
Mastery-based approaches for FE maths learners progressing from Functional Skill to GCSE | ReportNewham College2022
Responsive teaching techniques to address misconceptions in FE maths | Report | VideoLeyton Sixth Form College2022
The use of starters to reinforce KS 1-3 skills gaps to improve understanding of KS 3/4 topics | ReportGateshead College2021
A responsive teaching approach for FE maths | ReportEast Kent College Group2022
Streamlined Curriculum
Title  CentreYear
Moving from standard to ‘Maths your way’ delivery model | Report | VideoTEC Partnership2022
FE maths learner motivation when using a ‘Maths your Way’ framework | ReportTEC Partnership2022
How can a set curriculum/SoL increase the Motivation, Engagement and Achievement of GCSE maths re-sit learners in FE Colleges? | Report | VideoLeeds City College2021