'Fewer Problems, Greater Detail': EEF's Line Instead Of A Figure

Twelve laminated problems, one lesson, every Friday — "more practice means more prepared" is the theory. EEF's own maths guidance disagrees: fewer problems, examined in far greater depth, with pupils comparing strategies out loud, is what actually builds transfer. A subject lead and a researcher work out what Friday's lesson should look like instead — no headline figure this time, just an honest evidence gap.

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Two free newsletters, one for staff and one for parents and carers, same evidence written for the person reading it.

Sources: EEF guidance report — Improving Mathematics in Key Stages 2 and 3, Recommendation 3 — https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/maths-ks-2-3 ; EEF blog — The problem with problem-solving in maths — https://educationendowmentfoundation.org.uk/news/eef-blog-the-problem-with-problem-solving-in-maths

Both voices on this show are synthesised; the research, reading and editorial judgement are done by a serving practitioner.

Strand: Teachers