REALMS
Principal Investigators: Jo Boaler (Stanford University, USA), Judy Sebba
Researchers: Phillip Kent, Lori Altendorff, Geoff Kent
Research funded by the Esmée Fairbairn Foundation, September 2010 - August 2011
This project is an exploration of an approach to mathematics teaching and learning which starts from the principle that all students can achieve in mathematics, if they are given the right opportunity to do so. The 'REALMS approach' involves teaching students in mixed achievement groups, where the focus of teaching and learning is on collaborative mathematical problem solving. Particular pedagogical strategies are adopted to educate students in how to work collaboratively - based on the ideas of 'Complex Instruction' (Cohen, 1994).
The project builds on a pilot study during 2009-2010 (see report by Boaler, Altendorff & Kent, 2010), and a major programme of research by Jo Boaler and colleagues at Stanford University in California (Boaler & Staples, 2008; Boaler, 2008; Boaler, 2010), which followed the progress in mathematics of whole year groups of secondary students over a four-year period in three Californian schools. This research demonstrated how one school in a deprived urban neighbourhood was able, by adopting the REALMS approach, to achieve learning gains for all of its students that were greater than those of students in two other schools in affluent suburban neighbourhoods - whose students had started from a higher level of mathematical achievement. Moreover, the attitudes towards mathematics learning of the urban students were significantly more positive and productive.
We will examine over one academic year the mathematical progress of Year 7 students in six schools (in South and East England) that have adopted the REALMS approach, and compare this progress against six comparison schools with comparable socio-demographic student intakes but traditional approaches to teaching and learning. We will also look at the continuing progress of Year 8 students in several schools which participated in the pilot study last year. Our research seeks to address the following questions:
What learning opportunities are provided to students following the REALMS approach, compared to those following a traditional approach? How deep is students' understanding? How much do students enjoy mathematics? Are there any differences in the suitability of the approach for girls and boys, or for students of different ethnicities, class backgrounds or achievement levels? What are the challenges faced by teachers as they work to implement a new approach? What are the most important types of support that need to be provided to teachers?
In English schools, mathematics is the most set of all subjects. Whilst arguments are made for and against setting, the research evidence is strong that setting can unhelpfully shape teachers' perceptions of students' supposed abilities, and students' self perceptions of their own abilities (Kutnick, Sebba, et al, 2005). Our research will systematically test the effectiveness of an alternative approach to raising achievement for all.
Read/download the REALMS Final Report [DOC 373.50KB]
Find out more: references
If you have any questions or require more information about the research, please contact Dr Phillip Kent:
E: P.Kent@sussex.ac.uk
T: 01273 872578.
NRICH webpage on complex instruction
Boaler, J. (2008). Promoting 'relational equity' and high mathematics achievement through an innovative mixed-ability approach. British Educational Research Journal 34 (2), 167-194.
Boaler, J. (2010). The Elephant in the Classroom: Helping Children Learn and Love Maths. London: Souvenir Press.
Boaler, J., and Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of railside school. Teachers College Record 110 (3), 608-645.
Boaler, J., Altendorff, L., and Kent, G. (2010). Complex Instruction in England: The journey, the new schools, and initial results.
Cohen, E. G. (1994). Designing Groupwork: Strategies for the Heterogeneous Classroom (2nd ed.). New York: Teachers College Press.
Kutnick, P., Sebba, J., Blatchford, P. & Galton, M. (2005). The Effects of Pupil Grouping: Literature Review (Research Report 688). Nottingham: DFES Publications.