“The evidence base on numeracy interventions is patchy” (DfE, 2012, p. 6), and in the majority of studies the statistical analysis of data is not without its limitations (Dowker, 2009). The purpose of this study is therefore to add to this evidence base. A mixed methods explanatory sequential design was used to explore the efficacy of a Numicon-based intervention on the numeracy attainment and attitudes towards numeracy of children in Year 3 experiencing mathematical difficulties. Phase 1 implemented a pre-test post-test quasi-experimental design to explore the impact of a Numicon-based intervention across four primary schools. Twenty-five children aged 7 to 8, working at Levels 1C to 2B in numeracy, were allocated to the experimental condition (n = 15) and waiting list control (WLC) condition (n = 10). Interventions were delivered during the autumn term to children in the experimental condition by trained staff within school. The duration and content of sessions varied depending upon the needs of the children. The WLC condition received the intervention during the spring term. The Sandwell Early Numeracy Test- Revised (SENT-R) was administered to investigate the impact of the intervention on numeracy attainment. At post-testing, no statistical significance was found between the experimental and WLC conditions. The null hypothesis was therefore accepted. The ‘Maths and Me Survey’ was used to measure children’s attitudes towards numeracy. Again, at post-testing, no statistical significance was found between conditions, and so the null hypothesis was accepted. During phase 2 of the study, interviews were conducted to obtain the facilitators perceptions of the intervention. Using thematic analysis, two overarching themes were identified: ‘outcomes of the intervention’ which focussed on affective factors and children’s knowledge and understanding; and ‘factors and underpinning mechanisms’, which considered the importance of a whole school ethos, the role of parents, features of Numicon, practicalities of implementing an intervention and theoretical underpinnings. The findings of the current study are considered in light of previous research, as are the implications for Educational Psychologists and other professionals. Methodological issues that arose during the study are also discussed. Areas of future research are considered, focussing on the need for more research into the efficacy of Numicon-based interventions and on the development of attitudes towards numeracy.

This research explores how mathematics pedagogy can be improved by looking at how children are engaged in computer games. Two approaches were considered: (a) the use of computer games, either educational or commercial off-the-shelf (COTS) games, and (b) the use of embodied learning principles of computer games. The feasibility of these approaches was explored by examining the perceptions of students, mathematics teachers and parents along four major themes - mathematics education, technological experience, gaming experience and the use of computer games to learn mathematics. A mixed methods approach was employed in which qualitative interviews [six teachers, eight students and eight parents] and quantitative surveys [total students, n=175] were administered concurrently at two government secondary schools in Miri, Sarawak, Malaysia. Both quantitative and qualitative data were analysed independently and combined in the final interpretation to provide a holistic and consolidated finding. Data collected from teachers revealed that they gave most attention to the exams, syllabus completion, practice, and would only consider using educational computer games built on drill-and-practice. However, the students described the games as being monotonous and lack complexities. The students claimed that they enjoyed playing COTS games and reported learning of metacognitive skills through the games. Unfortunately, most teachers and parents disregarded COTS games as educational. In addition to that, the lack of infrastructural facilities, low level of computer literacy amongst school teachers as well as the time constraint to complete syllabus suggested the use of educational or COTS games to teach mathematics was deemed to be impractical in schools. All the respondents would still prefer to have teachers teaching in a classroom. Hence, an alternative option was considered - the use of embodied learning principles of computer games. Identification of good practice in computer games could be used in the mathematics classroom for improvement. Mathematics pedagogy can be improved in three major aspects: (1) mathematics problems should be challenging, enable trial and error, work on bottom-up basic skills, provide instant feedback, and enable learning transfer; (2) classroom activities such as story-telling, role-playing, competition, collaboration and the use of visual aids should be fostered; (3) learning attitude should be changed where mistakes should be seen as opportunities to learn. Here, a more practical mathematics pedagogy is drawn out without overcommitting teachers and it fosters active learning. In this study, the benefits of employing embodied learning principles of computer games in mathematics pedagogy have been seen to be more comprehensive and sustainable in the long-term because it eliminates the possible culture shock, resistance, waste of resources and risk to students’ examination performance from using an unproven technology.