NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ789483
Record Type: Journal
Publication Date: 2002
Pages: 16
Abstractor: Author
Reference Count: 17
ISSN: ISSN-0950-0790
Cognitive Acceleration in Mathematics Education: Teachers' Views
Goulding, Maria
Evaluation and Research in Education, v16 n2 p104-119 2002
The Cognitive Acceleration in Mathematics Education (CAME) project aims to improve children's thinking in mathematics and to enhance their achievement. The learning theory underpinning it is described as "Piaget and Vygotsky in tandem", together with a theory of professional development involving networks of teachers and direct modelling of lessons by trainers. Twenty-one teachers involved in the project were interviewed to investigate how the project was being implemented in their schools, their attitudes to the project, their understanding of the theory and their explanations for learning gains. Although attitudes were largely very positive, teachers also identified disadvantages and some resistance to the project was evident. The teachers stressed some aspects of the learning theory much more than others and identified dispositional changes as the most likely explanation for performance gains. There seemed to be room for greater development of the teachers' understanding and expertise but the introduction of the National Numeracy Strategy (NNS) was squeezing out opportunities for such work. (Contains 3 tables.)
Multilingual Matters. Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, BS21 7HH, UK. Tel: +44-1275-876519; Fax: +44-1275-871673; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom