ICCAMS (Increasing Competence and Confidence in Algebra and Multiplicative Structures)
The ICCAMS project, based at King’s College London, examined ways of raising students’ attainment and engagement by using classroom based assessment to inform teaching and learning. The study conducted a large nationally representative survey of around 7000 students examining the understandings and attitudes of students.
This survey used tests first developed by the Concepts in Secondary Mathematics and Science (CSMS) study enabling a comparison with the understandings of students in the 1970s. We also worked collaboratively with a group of teachers to develop a research-informed approach to the teaching of algebra and multiplicative reasoning focusing in particular on formative assessment. The work was informed by the extensive research literature on the teaching of algebraic and multiplicative reasoning.
The implementation of the resulting intervention in a further 10 schools was analysed and evaluated during 2010/11.
Principal investigator: Dr Jeremy Hodgen, King’s College London