Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 16 Number: 2 Page: 104–119
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Cognitive Acceleration in Mathematics Education: Teachers' Views
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Maria Goulding
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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.
© Multilingual Matters 2002
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