{"id":1125,"date":"2023-08-31T16:34:36","date_gmt":"2023-08-31T16:34:36","guid":{"rendered":"https:\/\/blog.soton.ac.uk\/edpsych\/?p=1125"},"modified":"2023-08-31T16:34:36","modified_gmt":"2023-08-31T16:34:36","slug":"precision-teaching-for-maths-an-academic-critique-2023","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/edpsych\/2023\/08\/31\/precision-teaching-for-maths-an-academic-critique-2023\/","title":{"rendered":"Precision Teaching for maths: An academic critique (2023)"},"content":{"rendered":"<p><strong>Authors: <\/strong>Nicole Harris and Sarah Wright<br \/>\n<strong>Published:<\/strong> 2023<br \/>\n<strong>Publication:<\/strong>&nbsp;DECP Debate<\/p>\n<p style=\"background-color: #f2f2f2;padding: 10px\">This critique briefly summarises the evolution of the Precision Teaching (PT) approach, exploring what PT is, who it can be used with and its theoretical underpinnings. The results of a systematic literature search exploring the question \u2018Is Precision Teaching effective at improving maths skills in school aged children and<br \/>\nyoung people?\u2019 are then discussed. Based on the five publications reviewed, the interventions that involved PT generally showed greater performance gains than the control or comparison group. Given the highly specific conditions of these interventions however, it is not possible to generalise the intervention effects beyond these studies. It must therefore be concluded that based on these five papers, it is not possible to say whether PT is an effective way to support maths skills. The implications for professional practice suggest a need to establish an evidence base, built around formalised and structured evaluations of PT, that use a control or comparison group. It is suggested that more teachers be involved in this process rather than it being the role of academics. This would enable teachers and Educational Psychologists to speak with more certainty of the efficacy of PT at improving maths skills in school aged children and young people.<\/p>\n<p>This is a pre-publication version of the following article:<\/p>\n<p><span class=\"authors\">Harris, N. &amp; Wright, S.<\/span>&nbsp;<span class=\"date\">(2023)<\/span> Precision Teaching for maths: An academic critique (2023). <em><span class=\"serial_title\">DECP Debate, 186, 6<\/span><\/em><span class=\"serial_title\">-17. <a href=\"https:\/\/doi.org\/10.53841\/bpsdeb.2023.1.186.6\">DOI: 10.53841\/bpsdeb.2023.1.186.6<\/a><\/span><\/p>\n<p><a href=\"http:\/\/blog.soton.ac.uk\/edpsych\/files\/2023\/08\/Precision-Teaching-for-maths-An-academic-critique-Harris-and-Wright-PRE-PUBLICATION.pdf\">Download (pre-publication version)<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Authors: Nicole Harris and Sarah Wright Published: 2023 Publication:&nbsp;DECP Debate This critique briefly summarises the evolution of the Precision Teaching (PT) approach, exploring what PT is, who it can be used with and its theoretical underpinnings. The results of a &hellip; <a href=\"https:\/\/blog.soton.ac.uk\/edpsych\/2023\/08\/31\/precision-teaching-for-maths-an-academic-critique-2023\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":58097,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[440,1085708],"tags":[1003884,1003886],"class_list":["post-1125","post","type-post","status-publish","format-standard","hentry","category-mathematics","category-precision-teaching","tag-academic-critique","tag-published-article"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1125","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/users\/58097"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/comments?post=1125"}],"version-history":[{"count":2,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1125\/revisions"}],"predecessor-version":[{"id":1128,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/1125\/revisions\/1128"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/media?parent=1125"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/categories?post=1125"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/tags?post=1125"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}