Intervention

Implementation

  • Designed by scholars in the field of math education

  • Five laboratory sessions of three hours each, over 5 consecutive weeks (tot: 15 hours)

  • Two main activities

  • Treatment delivered by 4 trained tutors with a math education background

  • School teachers in the classroom with the role of observers

  • Third grade classes (primary school)

  • Focus on numeracy (largest GGM)

  • Treatment delivered dt the classroom level:

    • All students in treated classes take part to the activities during school time, including student with disabilities or special needs

    • Children selected in the control group follow the usual curriculum

Didactical approach

  • Active learning and student-centered teaching practice

  • Based on Social constructivism and laboratorio matematico concepts

    • Laboratorio matematico developed in the 2000s by Italian scholars

  • Small heterogenous groups

  • Individual work as well as engagement with peers (group activities) and with the tutor (collective discussions)

  • Interaction and communication

  • Problem-solving tasks

Thinking, constructing mathematical meanings, and solving problem

  • Doing instead of listening

  • Sharing and comparison of ideas

  • Avoid pressure and competitiveness

    • no request for immediat answers

  • Mistakes as opportunities for learning

  • Attention to possible different thinking processes

  • Narrative content

  • Different semiotic resources

    • words

    • gestures and body activities

    • tools and materials

  • Support gender balanced participation

Pilot study

Pilot study in two classes over (October - December 2018) to assess:

  • Length and difficulty of the activities

    • Tutor and teachers' comments

  • Length and difficulty of outcome measures (pre-test and post-test)

    • Tutor and teachers' comments

    • Item-Response-Theory analysis