Increasing competence and confidence in algebra and multiplicative structures
| ISRCTN | ISRCTN12649501 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN12649501 |
| Secondary identifying numbers | N/A |
- Submission date
- 19/03/2017
- Registration date
- 17/05/2018
- Last edited
- 31/07/2020
- Recruitment status
- No longer recruiting
- Overall study status
- Completed
- Condition category
- Other
Plain English Summary
Current plain English summary as of 12/11/2018:
Background and study aims
Increasing Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS) is a programme designed to teach two mathematical areas that are a key part of the Key Stage 3 curriculum, but which cause particular problems to students – algebra and multiplicative reasoning (e.g., percentages and proportions). The programme is comprised of 40 evidence-informed lessons and extensive teacher professional development. The lessons are designed to help teachers use formative assessment in maths, helping teachers to identify the problems pupils struggle with and how to address them. Activities are set in contexts that pupils can engage with, are collaborative, and use visual representations to help deepen understanding. The aim of this study is to see whether ICCAMS-trained teaching practice improves students’ learning outcomes in Year 8, as compared to ‘business as usual’ teaching practice.
Who can participate?
Students who are in Year 7 at the beginning of the 2016/17 school year
What does the study involve?
Participating schools are randomly allocated into two groups. In the intervention group schools, two Year 7 Maths teachers are trained attend, deliver the ICCAMS lessons to their pupils, and support other Year 7 teachers in using the lessons. In the second year, the same group of pupils – now in Year 8 – continue to be taught the lessons, and the same two teachers continue to receive training and support. The control schools continue with "business as usual". To measure the attainment of the pupils, their Year 6 Key Stage 2 maths results are collected at the start of the study and they sit a maths test at the end of the second year (summer 2018).
What are the possible benefits and risks of participating?
Students in the intervention groups may benefit through improvements to their attainment in and attitudes to mathematics. There are no anticipated risks beyond what would normally take place during mathematics teaching and learning.
Where is the study run from?
1. The University of Manchester (UK)
2. Durham University (UK)
3. University College London Institute of Education (UK) (transferred from the University of Nottingham effective 1st September 2017)
When is the study starting and how long is it expected to run for?
August 2015 to March 2019
Who is funding the study?
Education Endowment Foundation (UK)
Who is the main contact?
Dr Maria Pampaka
Previous plain English summary:
Background and study aims
Increasing Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS) is a programme designed to teach two mathematical areas that are a key part of the Key Stage 3 curriculum, but which cause particular problems to students – algebra and multiplicative reasoning (e.g., percentages and proportions). The programme is comprised of 40 evidence-informed lessons and extensive teacher professional development. The lessons are designed to help teachers use formative assessment in maths, helping teachers to identify the problems pupils struggle with and how to address them. Activities are set in contexts that pupils can engage with, are collaborative, and use visual representations to help deepen understanding. The aim of this study is to see whether ICCAMS-trained teaching practice improves students’ learning outcomes in Year 8, as compared to ‘business as usual’ teaching practice.
Who can participate?
Students who are in Year 7 at the beginning of the 2016/17 school year
What does the study involve?
Participating schools are randomly allocated into two groups. In the intervention group schools, two Year 7 Maths teachers are trained attend, deliver the ICCAMS lessons to their pupils, and support other Year 7 teachers in using the lessons. In the second year, the same group of pupils – now in Year 8 – continue to be taught the lessons, and the same two teachers continue to receive training and support. The control schools continue with "business as usual". To measure the attainment of the pupils, their Year 6 Key Stage 2 maths results are collected at the start of the study and they sit a maths test at the end of the second year (summer 2018).
What are the possible benefits and risks of participating?
Students in the intervention groups may benefit through improvements to their attainment in and attitudes to mathematics. There are no anticipated risks beyond what would normally take place during mathematics teaching and learning.
Where is the study run from?
1. The University of Manchester (UK)
2. Durham University (UK)
3. University of Nottingham (UK)
When is the study starting and how long is it expected to run for?
August 2015 to March 2019
Who is funding the study?
Education Endowment Foundation (UK)
Who is the main contact?
Dr Maria Pampaka
Contact information
Scientific
B4.1 Ellen Wilkinson Building
The University of Manchester
Manchester
M13 9PL
United Kingdom
 ORCID ID |
0000-0001-5481-1560 |
|---|
Study information
| Study design | 2-year cluster-randomised trial |
|---|---|
| Primary study design | Interventional |
| Secondary study design | Cluster randomised trial |
| Study setting(s) | School |
| Study type | Other |
| Participant information sheet | Not available in web format, please use the contact details to request a patient information sheet |
| Scientific title | Independent evaluation of Project ICCAMS Maths (Increasing Competence and Confidence in Algebra and Multiplicative Structures): a two-arm 2-year cluster randomised controlled trial |
| Study acronym | ICCAMS Maths |
| Study hypothesis | The ICCAMS-trained teaching practice improves students’ learning outcomes in Year 8, as compared to ‘business as usual’ teaching practice |
| Ethics approval(s) | Pilot stage: University of Manchester Research Ethics Committee 6, 14/6/2016, ref:16348 Main trial: University of Manchester Research Ethics Committee 1, 09/09/2016, ref: 16405 Phase 1: University of Nottingham School of Education Ethics Committee, 08/10/2015, ref: 2015/938/MO Phase 1 and Phase 2: Durham University School of Education Ethics Sub-Committee, 11/12/2015, ref: 2245 |
| Condition | Mathematics teaching |
| Intervention | Randomisation was based on randomly dividing the 109 recruited schools into the Intervention or Experimental ( E ) and Control (C) groups roughly 50:50 so that each of the five regions has roughly half E and half C numbers, and so that within each region the split is balanced based on the percentages of FSM and average GCSE attainment. ICCAMS is designed to teach two mathematical areas that are a key part of the Key Stage 3 curriculum, but which cause particular problems to students – algebra and multiplicative reasoning (e.g., percentages and proportions). The programme is comprised of 40 evidence-informed lessons, 20 associated mini-assessment activities and extensive teacher professional development. The lessons are designed to help teachers use formative assessment in mathematics, helping teachers to identify the problems pupils struggle with and how to address them. Activities are set in contexts that pupils can engage with, are collaborative, and use visual representations to help deepen understanding. Two mathematics teachers will be trained, and will be expected to provide cascade training for other mathematics teachers in Key Stage 3 to embed the approach in their school. The control schools will continue with "business as usual”: teaching mathematics using their normal approaches. |
| Intervention type | Other |
| Primary outcome measure | The standardised scores (i.e. Rasch scores which are in a logit scale) on a slightly revised version of the Mathematics Assessment for Learning and Teaching (MALT) test for Year 8 (MALT13). Revisions include the removal of two items and the addition of four algebra related items to strengthen this dimension (the measures have been checked with pilot data). This assessment is a test of general maths but also includes some conceptual elements of maths and will be complemented with the four extra items to strengthen the secondary dimensions listed below (and in particular algebra). Attainment will be measured at the end of Year 8, with the MALT test (paper – 45 minutes). Administration of the tests will be directly invigilated by the evaluator team and implemented under exam conditions in schools in June/July 2018. |
| Secondary outcome measures | 1. An attainment sub-scale on MALT of “multiplicative reasoning”, measured with the post test at the end of Year 8 2. An attainment sub-scale on MALT of “algebra”, measured with the post test at the end of Year 8 Both of these are likely to be more sensitive to the intervention, and have been validated during the pilot stage 3. Student attitudes measured using a survey of dispositions towards mathematics at baseline (start of Year 7) and post-test (end of Year 8) |
| Overall study start date | 01/08/2015 |
| Overall study end date | 31/03/2019 |
Eligibility
| Participant type(s) | Other |
|---|---|
| Age group | Mixed |
| Sex | Both |
| Target number of participants | 110 schools (11000 to 20000 students) |
| Participant inclusion criteria | Eligible schools: 1. Mainstream state secondary schools in England. 2. More than two class intake for Year 7 3. From the following regions in England: East Anglia and Cambridgeshire, the East Midlands, London, the South West and Yorkshire All students in Year 7 at the beginning of the 2016/17 school year are the target cohort |
| Participant exclusion criteria | Schools for which the Headteachers did not sign the agreement with project teams |
| Recruitment start date | 01/03/2016 |
| Recruitment end date | 30/06/2016 |
Locations
Countries of recruitment
- England
- United Kingdom
Study participating centres
Oxford Road
Manchester
M13 9PL
United Kingdom
United Kingdom
United Kingdom
United Kingdom
Sponsor information
University/education
Oxford Road
Manchester
M13 9PL
England
United Kingdom
| Phone | +44 (0)161 306 6000 |
|---|---|
| info@manchester.ac.uk | |
| Website | www.manchester.ac.uk |
"ROR" |
https://ror.org/027m9bs27 |
Funders
Funder type
Charity
Private sector organisation / Trusts, charities, foundations (both public and private)
- Alternative name(s)
- EducEndowFoundn, Education Endowment Foundation | London, EEF
- Location
- United Kingdom
Results and Publications
| Intention to publish date | 30/09/2020 |
|---|---|
| Individual participant data (IPD) Intention to share | Yes |
| IPD sharing plan summary | Available on request |
| Publication and dissemination plan | Publications will include a report published on practitioner-facing website, and several papers in high-impact, peer reviewed journals. |
| IPD sharing plan | Data will be archived through EEF’s data contractors Fischer Family Trust Education (FFT) - contact: Laura.James@fft.org.uk. |
Editorial Notes
31/07/2020: The intention to publish date has been changed from 31/05/2020 to 30/09/2020.
10/12/2019: The intention to publish date has been changed from 30/06/2019 to 31/05/2020.
09/09/2019: The intention to publish date was changed from 31/03/2019 to 30/06/2019.
12/11/2018: The plain English summary has been changed.
