EEF trials of conceptual/realistic reform maths at scale: ICCAMS and Realistic Maths Education
Education Endowment Foundation (independent evaluators) · 2021
grade Brctindependentreplicated
Sample
ICCAMS: 109 schools / ~20,800 pupils
Population
England secondary pupils; independent standardized outcomes.
Design
Independent at-scale RCTs of reform-flavored math programs.
Key findings
Independent UK at-scale tests of conceptual/realistic reform maths came back null on standardized outcomes — reinforcing that reform-flavored programs' advantages live on researcher-designed measures and hothouse settings.
Genetic confound
Cluster RCTs.
Replication notes
Consistent with the pattern: reform programs underperform or go null at scale on independent measures.
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| ICCAMS (conceptual secondary maths) | ES | null overall (small FSM positive) | standardized | end of treatment | business-as-usual | end-of-treatment | domain-skill |
| Realistic Maths Education | ES | null (low security, COVID-disrupted) | standardized | end of treatment | business-as-usual | end-of-treatment | domain-skill |
Cited by
- Explicit vs reform/constructivist math instructionmoderate supportconf: highgc: low