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The impact of daily mathematics lessons in England on pupil confidence and competence in early mathematics: A systematic review

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JournalBritish Journal of Educational Studies
DatePublished - Jun 2005
Issue number2
Volume53
Number of pages19
Pages (from-to)168-186
Original languageEnglish

Abstract

This paper reports the use of a systematic review to explore the impact of daily mathematics lessons in England on enhancing pupil confidence and competence in early mathematics. The review process identified 18 key papers. An in-depth analysis of these indicated that there was some evidence that the introduction of daily mathematics lessons, as part of the National Numeracy Strategy in England, has led to some improvement in pupil confidence and competence in early mathematics. However, the analysis also highlighted some shortcomings in the way this approach has impacted on classroom practice.

    Research areas

  • primary mathematics, National Numeracy Strategy, daily mathematics lesson, NATIONAL NUMERACY STRATEGY

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