Bridging the gaps in mathematics and numeracy: Supporting schools in practitioner research

Abstract

AimThis project aimed to explore the effectiveness of a model of service delivery to enhance practitioner research skills, focusing on the identification of interventions to bridge attainment gaps in mathematics and numeracy.MethodSixteen practitioners from 13 schools attended 12 sessions across an academic year. The sessions incorporated a combination of research skills and learning and teaching pedagogy to support mathematics and numeracy attainment (the term mathematics is used throughout to incorporate mathematics and numeracy).FindingsFour diverse projects were developed and led by the practitioner researchers. This paper focuses on an evaluation of the methodology used to enable practitioners to develop research skills and apply these to identify evidence-informed interventions. The findings suggest that this methodology is effective in developing practitioner research to apply to the task of bridging attainment gaps. Additionally, practitioners increased knowledge and application of effective evidence-informed pedagogy to close attainment gaps.ConclusionsThis approach to service delivery may assist educational psychology services to build capacity, enhance practice and ultimately improve attainment.