ABSTRACT This paper presents the findings of a 1-year efficacy trial of Maths Counts (MC), an intensive, individualised programme delivered by trained teaching assistants. The programme was delivered 3 times a week over 10 weeks. The sample included 291 Year 3 to Year 6 pupils (age 7 to 11) from 35 primary schools in England. Pupils were individually randomised within school to receive MC or business as usual. The results suggest that MC is effective for children struggling with basic maths skills (ES = +0.12 for general maths skills and +0.18 for maths attitude), but there is no evidence that it is particularly effective for children eligible for free school meals. Staff and pupil absences, and other social-emotional and behavioural difficulties may have prevented some pupils from getting the most from the programme. In general, the trial shows that trained teaching assistants can be effectively deployed to support children’s maths learning.

中文翻译：

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评估助教提供的数学计数对小学生数学成绩的影响

摘要本文介绍了一项为期一年的Math Counts（MC）功效试验的结果，该试验是由训练有素的助教提供的密集，个性化计划。该程序在10周内每周交付3次。样本包括来自英格兰35所小学的291位3至6年级的学生（7至11岁）。学生在学校内被单独随机分组，以接受MC或照常营业。结果表明，MC对挣扎着基本数学技能的孩子有效（ES = +0.12的普通数学技能和+0.18的数学态度），但是没有证据表明它对有资格获得免费校餐的孩子特别有效。教职员工和学生缺勤，以及其他社会情感和行为方面的困难可能使一些学生无法充分利用该计划。一般来说，