On 12th October research funded by the Worshipful Company of Actuaries, the Royal Society and the Nuffield Foundation is being launched at an event at the Royal Institution of Great Britain. It showcases a new method for assessing mathematics in a way consistent with the promotion of deep learning. The research developed and tested a novel method of assessing students’ understanding of mathematical concepts.
As a result of the research, teachers are now able to use the method, known as comparative judgement, for assessing students’ conceptual understanding and mathematical problem solving skills in their own classrooms. Using comparative judgement could significantly reduce the amount of time teachers spend marking and preparing lessons, whilst also enriching the learning experience of students. This could have significant benefits for mathematical education in the UK.
Dr Matthew Inglis, one of the researchers involved in the project, and Royal Society Worshipful Company of Actuaries Research Fellow from Loughborough University, commented,
“One of the most important goals of learning mathematics is to develop students’ problem solving and thinking skills. But problem solving and mathematical thinking are not only difficult skills for students to learn but also particularly difficult topics for teachers to assess.
“Our research has identified a new method of teaching that will enable richer and more open-ended tasks to be used in the classroom.”
For more details of the research project, please see the following research debrief (attached): Research debrief
An event will also be held in the next few months for members of the Institute and Faculty of Actuaries to find out more about the research.