The pitfalls of scaling up educational interventions.
Written by Jacob Strauss and edited by Dr Jayne Pickering. Jacob is a PhD student at Loughborough University. Please see here for more information about…
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Why Might Number Board Games Boost Children’s Early Number Skills?
Written by Ella James-Brabham and edited by Dr Francesco Sella and Professor Tim Jay. Ella is a Research Associate at Loughborough University. Please…
The impact of being born preterm on children’s development and education
Dr Jayne Trickett and Professor Camilla Gilmore conduct research into academic attainment following preterm birth, in collaboration with Professor Samantha Johnson at the University…
What Relates to Understanding of Equivalence?
Written by Dr Emine Simsek and edited by Dr Ian Jones and Dr Iro Xenidou-Dervou. Emine is a post-doctoral researcher at Loughborough University. Please see here for…
Measuring deep learning in educational research
Written by Dr Ian Jones. Ian is a Reader in Mathematics Assessment at the Mathematics Education Centre, Loughborough University. Please see here…
Designing a fully-resourced, research-informed school mathematics curriculum
Written by Colin Foster, Tom Francome, Dave Hewitt and Chris Shore. Please see the MEC website for more information about us and…
Can Empty Protractors Help Pupils to Measure Angles?
Written by Tom Francome. Tom is a PhD student and a Senior Enterprise Fellow at the CMC at Loughborough University. If you…
Mixed-ability Maths Groups Influence Pupils’ Mindsets, Teachers’ Mindsets and Teachers’ Beliefs and Practices
Written by Tom Francome. Tom is a PhD student and a Senior Enterprise Fellow at the CMC at Loughborough University. If you…
The shortcut to mathematics
Written by Dr Jo Eaves and edited by Dr Jayne Pickering. Dr Jo Eaves is a post-doctoral researcher at Nottingham University. She…
What makes education trials uninformative?
Written by Prof Matthew Inglis, Professor of Mathematical Cognition and the co-director of the CMC. See his website for more information about…
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