ABSTRACT

The Cognitive Acceleration (or Let’s Think) approach to mathematics teaching is a Piagetian programme drawing on Vygotsky’s research, developed at King’s College London over 30 years ago, along with its associated professional development (PD) programme. This project sought to replicate the original studies conducted 10–15 years earlier and before much national curriculum change, through a professional development project with 41 teachers of children aged 6–12 from London in 2014. Results of pre- and post-test of mathematics attainment are reported for 232 students. Despite a shorter duration, data shows increased teacher efficacy, improved teaching and a mean gain equivalent to 2.6 months learning for benefitting students, which broadly mirrors cognitive effects of original trials with twice the duration. This evidence corroborates the impact demonstrated in several original CA research papers, and additionally details specific impact on teacher confidence and classroom practice.

摘要

数学教学的认知加速（或让我们思考）方法是一项皮亚杰计划，它借鉴了 30 多年前在伦敦国王学院开发的 Vygotsky 的研究，以及相关的专业发展 (PD) 计划。该项目旨在通过 2014 年与来自伦敦的 41 名 6-12 岁儿童教师开展的专业发展项目，复制 10-15 年前和国家课程改革之前进行的原始研究。数学前后测试的结果报告了 232 名学生的成绩。尽管持续时间较短，但数据显示教师效率提高，教学改进，平均收益相当于 2.6 个月的学习时间，从而使学生受益，这大致反映了持续时间两倍的原始试验的认知效果。