Increasing competence and confidence in algebra and multiplicative structures

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. CONDITION: Mathematics teaching ; Not Applicable PRIMARY OUTCOME: 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: 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) 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