Condition category
Not Applicable
Date applied
19/03/2017
Date assigned
17/05/2018
Last edited
15/05/2018
Prospective/Retrospective
Retrospectively registered
Overall trial status
Ongoing
Recruitment status
No longer recruiting

Plain English Summary

Background and study aims
Increasing Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS) is a programme designed to teach two mathematical areas that are a key part of the Key Stage 3 curriculum, but which cause particular problems to students – algebra and multiplicative reasoning (e.g., percentages and proportions). The programme is comprised of 40 evidence-informed lessons and extensive teacher professional development. The lessons are designed to help teachers use formative assessment in maths, helping teachers to identify the problems pupils struggle with and how to address them. Activities are set in contexts that pupils can engage with, are collaborative, and use visual representations to help deepen understanding. The aim of this study is to see whether ICCAMS-trained teaching practice improves students’ learning outcomes in Year 8, as compared to ‘business as usual’ teaching practice.

Who can participate?
Students who are in Year 7 at the beginning of the 2016/17 school year

What does the study involve?
Participating schools are randomly allocated into two groups. In the intervention group schools, two Year 7 Maths teachers are trained attend, deliver the ICCAMS lessons to their pupils, and support other Year 7 teachers in using the lessons. In the second year, the same group of pupils – now in Year 8 – continue to be taught the lessons, and the same two teachers continue to receive training and support. The control schools continue with "business as usual". To measure the attainment of the pupils, their Year 6 Key Stage 2 maths results are collected at the start of the study and they sit a maths test at the end of the second year (summer 2018).

What are the possible benefits and risks of participating?
Students in the intervention groups may benefit through improvements to their attainment in and attitudes to mathematics. There are no anticipated risks beyond what would normally take place during mathematics teaching and learning.

Where is the study run from?
1. The University of Manchester (UK)
2. Durham University (UK)
3. University of Nottingham (UK)

When is the study starting and how long is it expected to run for?
August 2015 to March 2019

Who is funding the study?
Education Endowment Foundation (UK)

Who is the main contact?
Dr Maria Pampaka

Trial website

https://iccams-maths.org/

Contact information

Type

Scientific

Primary contact

Dr Maria Pampaka

ORCID ID

http://orcid.org/0000-0001-5481-1560

Contact details

B4.1 Ellen Wilkinson Building
The University of Manchester
Manchester
M13 9PL
United Kingdom

Additional identifiers

EudraCT number

ClinicalTrials.gov number

Protocol/serial number

N/A

Study information

Scientific title

Independent evaluation of Project ICCAMS Maths (Increasing Competence and Confidence in Algebra and Multiplicative Structures): a two-arm 2-year cluster randomised controlled trial

Acronym

ICCAMS Maths

Study hypothesis

The ICCAMS-trained teaching practice improves students’ learning outcomes in Year 8, as compared to ‘business as usual’ teaching practice

Ethics approval

Pilot stage: University of Manchester Research Ethics Committee 6, 14/6/2016, ref:16348
Main trial: University of Manchester Research Ethics Committee 1, 09/09/2016, ref: 16405
Phase 1: University of Nottingham School of Education Ethics Committee, 08/10/2015, ref: 2015/938/MO
Phase 1 and Phase 2: Durham University School of Education Ethics Sub-Committee, 11/12/2015, ref: 2245

Study design

2-year cluster-randomised trial

Primary study design

Interventional

Secondary study design

Cluster randomised trial

Trial setting

Schools

Trial type

Other

Patient information sheet

Not available in web format, please use the contact details to request a patient information sheet

Condition

Mathematics teaching

Intervention

Randomisation was based on randomly dividing the 109 recruited schools into the Intervention or Experimental ( E ) and Control (C) groups roughly 50:50 so that each of the five regions has roughly half E and half C numbers, and so that within each region the split is balanced based on the percentages of FSM and average GCSE attainment.

ICCAMS is designed to teach two mathematical areas that are a key part of the Key Stage 3 curriculum, but which cause particular problems to students – algebra and multiplicative reasoning (e.g., percentages and proportions). The programme is comprised of 40 evidence-informed lessons, 20 associated mini-assessment activities and extensive teacher professional development. The lessons are designed to help teachers use formative assessment in mathematics, helping teachers to identify the problems pupils struggle with and how to address them. Activities are set in contexts that pupils can engage with, are collaborative, and use visual representations to help deepen understanding. Two mathematics teachers will be trained, and will be expected to provide cascade training for other mathematics teachers in Key Stage 3 to embed the approach in their school.
The control schools will continue with "business as usual”: teaching mathematics using their normal approaches.

Intervention type

Other

Phase

Drug names

Primary outcome measures

The standardised scores (i.e. Rasch scores which are in a logit scale) on a slightly revised version of the Mathematics Assessment for Learning and Teaching (MALT) test for Year 8 (MALT13). Revisions include the removal of two items and the addition of four algebra related items to strengthen this dimension (the measures have been checked with pilot data). This assessment is a test of general maths but also includes some conceptual elements of maths and will be complemented with the four extra items to strengthen the secondary dimensions listed below (and in particular algebra). Attainment will be measured at the end of Year 8, with the MALT test (paper – 45 minutes). Administration of the tests will be directly invigilated by the evaluator team and implemented under exam conditions in schools in June/July 2018.

Secondary outcome measures

1. An attainment sub-scale on MALT of “multiplicative reasoning”, measured with the post test at the end of Year 8
2. An attainment sub-scale on MALT of “algebra”, measured with the post test at the end of Year 8
Both of these are likely to be more sensitive to the intervention, and have been validated during the pilot stage
3. Student attitudes measured using a survey of dispositions towards mathematics at baseline (start of Year 7) and post-test (end of Year 8)

Overall trial start date

01/08/2015

Overall trial end date

31/03/2019

Reason abandoned

Eligibility

Participant inclusion criteria

Eligible schools:
1. Mainstream state secondary schools in England.
2. More than two class intake for Year 7
3. From the following regions in England: East Anglia and Cambridgeshire, the East Midlands, London, the South West and Yorkshire

All students in Year 7 at the beginning of the 2016/17 school year are the target cohort

Participant type

Other

Age group

Mixed

Gender

Both

Target number of participants

110 schools (11000 to 20000 students)

Participant exclusion criteria

Schools for which the Headteachers did not sign the agreement with project teams

Recruitment start date

01/03/2016

Recruitment end date

30/06/2016

Locations

Countries of recruitment

United Kingdom

Trial participating centre

The University of Manchester
Ellen Wilkinson Building Oxford Road
Manchester
M13 9PL
United Kingdom

Trial participating centre

Durham University
DH1 3UZ

Trial participating centre

University of Nottingham
NG7 2RD

Trial participating centre

University College London (UCL)
WC1H 0AL

Sponsor information

Organisation

The University of Manchester

Sponsor details

Oxford Road
Manchester
M13 9PL
United Kingdom
+44 (0)161 306 6000
info@manchester.ac.uk

Sponsor type

University/education

Website

www.manchester.ac.uk

Funders

Funder type

Charity

Funder name

Education Endowment Foundation

Alternative name(s)

EEF

Funding Body Type

private sector organisation

Funding Body Subtype

foundation

Location

United Kingdom

Results and Publications

Publication and dissemination plan

Publications will include a report published on practitioner-facing website, and several papers in high-impact, peer reviewed journals.

IPD sharing statement
Data will be archived through EEF’s data contractors Fischer Family Trust Education (FFT) - contact: Laura.James@fft.org.uk.

Intention to publish date

31/03/2019

Participant level data

Available on request

Results - basic reporting

Publication summary

Publication citations

Additional files

Editorial Notes