ICCAMS2: Increasing Competence and Confidence in Algebra and Multiplicative Structures

Project information

Project summary

The ICCAMS project is designed to enable teachers to implement formative assessment in secondary classrooms. The project is led by Professor Jeremy Hodgen and funded by the Education Endowment Foundation.

ICCAMS focuses on two mathematical areas that are a key part of the Key Stage 3 curriculum, but which cause particular problems to students - algebra and multiplicative reasoning (for example, percentages and proportions).

The programme was originally developed with funding from the Economic and Social Research Council (ESRC) and is comprised of 40 evidence-informed lessons with additional assessment tasks and extensive teacher professional development. The lessons are designed to help teachers use formative assessment in maths, helping teachers to identify the problems pupils struggle with and how to address them.

The team at the University of Nottingham will develop the existing ICCAMS materials and create a two-year CPD package consisting of nine days of training and support in between. We will then work with the Durham University to deliver an "effectiveness trial" of a scalable model involving 110 schools. The trial will be independently evaluated by a team of researchers from the University of Manchester.

View further information about the project.