**Chris Kyriacou** draws on recent research to identify the key features underpinning effective strategies for building pupils’ mathematics skills

**THE DEVELOPMENT OF PUPILS’ SKILLS **in mathematics during their school years has been subject to a wealth of research. Moreover, the political importance for governments in fostering high attainment in mathematics is evident in most countries around the world. As such, taking stock of what research can tell us about effective practices for building pupils’ mathematics skills is a key area of both political and educational interest.

What we know |
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● Pupils need confidence in their ability and self-identity as learners of maths. ● Strategies that promote inclusiveness, deep thinking and ownership have a powerful effect. ● High-quality professional learning activities are needed to support teachers. |

The first of our reviews looked at the effectiveness of the teaching strategies underpinning the National Numeracy Strategy, which was introduced into primary schools in England in 1999. In particular, we focused on the use of whole class teaching in the context of the “daily mathematics lesson” for pupils in Key Stage 1 (ie pupils aged 5–7 years). The second review focused on the effectiveness of strategies for enhancing the motivation of “lower-attaining” pupils over the period of Key Stage 4 (ie pupils aged 14–16 years). The third review looked at the use of ICTs to teach algebra in primary and secondary schools. Finally, our fourth review looked at the use of teacher–pupil dialogue in mathematics lessons to enhance pupils’ mathematical understanding across Key Stages 2 and 3 (ie pupils aged 7–14 years). Taken as a whole, there are a number of evidence-based practices that can be advocated, and these are highlighted here in terms of three key themes.

**Inclusiveness **

Perhaps the most powerful theme that has emerged from these reviews is the importance of classroom practices that promote a sense of inclusiveness. One of the main barriers to success in developing mathematics skills lies in a pupil’s belief that “maths is not for them – it’s for the clever ones”. It is thus extremely important for teachers to ensure that all pupils are able to experience a sense of progress and success in the mathematics they are doing. An important aspect of this is the use of differentiated tasks, so that pupils can engage with mathematics in a way that is appropriate for their ability and level of prior understanding, and that they receive support and encouragement when needed. Inclusiveness also requires teachers to make use of strategies where the share of contribution each pupil in a class makes to discussion is equal and equally-valued by the teacher. Small group work tasks can enhance pupils’ engagement in mathematical activities by providing a safer (less exposed) learning context within which to share ideas and also by fostering a greater awareness of metacognitive strategies (how pupils think about, direct and evaluate their thinking whilst engaged in a problem-solving task) through observing and discussing with peers how to approach a problem. Such strategies can have a powerful effect on enhancing pupils’ self-identity as someone who can do mathematics.

**Deep thinking **

An important aspect of coming to see oneself as a pupil who can succeed in mathematics, is to be able to undertake tasks that are challenging but “achievable with effort”. A danger with mathematics teaching is that sometimes, in order to avoid pupils experiencing failure, a teacher will adopt a comfort zone around their work, so that pupils may not feel sufficiently challenged or stretched by the work they do. Our reviews, however, indicate that a powerful influence on how pupils develop a positive self-identity as learners of mathematics comes from experiences in which they are challenged to think harder and deeper about the mathematics they are doing. The insight they then develop in the context of this effort enables them to feel they can succeed, and to also get a sense of the enjoyment that comes from problem solving, which generates a deeper understanding of the mathematics they are doing. One particular aspect of this involves the use of ICT. At one level the use of ICT by the teacher and pupils can act as a powerful motivator, but there is a danger that too much teaching and learning involving ICT can be superficial in terms of the depth of mathematical understanding being fostered. It is only when ICT is linked to the promotion of deeper learning that the real benefits of using ICT as a vehicle through which mathematics skills can be fostered are genuinely realised.

**Ownership **

In many classes, the teacher is viewed as the expert, and learning is seen by pupils as a matter of paying close attention to what the teacher says and does before trying some exercises for oneself. Ownership refers to the ways in which teachers make use of strategies where pupils can take greater control over the direction of the lesson. One example of this concerns how teachers can create a learning environment in which teacher–pupil and pupil–pupil dialogue is used to convey that pupils’ views are taken seriously, and are allowed to influence which approaches to problem-solving are explored and the interpretation of mathematical understandings that result. An effective strategy here is to go beyond the use of a teacher–pupil dialogue comprising a simple sequence of initiation–response–feedback (ie the teacher asks a question, the pupil gives an answer, the teacher comments on the answer) to enrich the dialogue by asking more challenging questions, asking pupils to explain their answers, and involving other pupils in a more extended sequence. The term co-construction has become more frequently used to describe how teachers can adopt a more equal role with pupils in how they generate and consider different approaches to solving mathematical problems and evaluate these together.

**Conclusion **

In order to become capable and strategic learners in mathematics, pupils need to have confidence in their own ability and self-identity as learners of mathematics. Strategies that promote inclusiveness, deep thinking, and ownership, can have a powerful effect on building pupils’ mathematics skills. This can be contrasted with those strategies which can be characterised as viewing learning in mathematics as elitist (only for clever pupils), superficial (the application of well-rehearsed procedures) and teacher-centred (follow what the teacher says and does). All four of our reviews have also pointed to the need for high quality professional learning activities to enable teachers of mathematics to make use of such evidenced-based strategies.

**About the author **

**Chris Kyriacou** is Reader in Educational Psychology at the University of York Department of Educational Studies, and co-director of the DCSF-funded Mathematics Education Review Group. He is also the author of two very popular textbooks on teaching: *Effective Teaching in Schools *and *Essential Teaching Skills*.

**Further reading **

Goulding M and Kyriacou C (2008), A Systematic Review of the Use of ICTs in Developing Pupils’ Understanding of Algebraic Ideas. In: *Research Evidence in Education Library. *London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Kyriacou C (2008) Inclusive Teaching in Mathematics. *Mathematics in School*, 37(5), 17–19.

Kyriacou C and Goulding M (2004) A Systematic Review of the Impact of the Daily Mathematics Lesson in Enhancing Pupil Confidence and Competence in Early Mathematics. In: *Research Evidence in Education Library. *London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Kyriacou C and Goulding M (2006) A Systematic Review of Strategies to Raise Pupils’ Motivational Effort in Key Stage 4 Mathematics. In: *Research Evidence in Education Library. *London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Kyriacou C and Issitt J (2008) What Characterises Effective Teacher-initiated Teacher-pupil Dialogue to Promote Conceptual Understanding in Mathematics Lessons in England in Key Stages 2 and 3? In: *Research Evidence in Education Library. *London: EPPI-Centre, Social Science Research Unit, Institute of Education.

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