We have investigated the impact of Optima Maths through two experimental studies and
five local authority projects. We have collected data from three sources:
fluency assessments of computational skills;
the GAP (Generalisation, Application and Problem-Solving) assessment which has three sections:
- questions that are presented orally;
questions that are read to the pupils but where there is also a printed version and
- equations to be balanced.
- Key Stage 1 and 2 SATs.
The findings from the research can be summarised as follows:
The longer children are taught through Optima Maths the better their overall progress
on fluency assessments of computational skills and their grade on the end of Key Stage SATs.
Children taught through Optima Maths were more competent in problem-solving and
generalising and applying their mathematical skills than children in the comparison
schools taught through conventional methods.
Lower-achieving pupils taught through Optima Maths were more effective in balancing
equations involving multiplication and division than higher-achieving children taught
through conventional methods.
At Key Stage 1, the Optima Maths Group significantly outperformed two different Comparison
Groups, with twice as many pupils reaching Level 3. In our local authority projects, over 95%
of pupils have reached Level 2+ at Key Stage 1 and at Key Stage 2 over 90% of pupils have reached
Level 4 with 100% of pupils making the expected progress between the end of Key Stage 1 and Key Stage 2.
In the Key Stage 1 and Key Stage 2 GAP assessments, the Optima Maths Group outperformed
the Comparison Group in all the areas assessed. Overall the Optima Maths Group achieved
scores at Key Stages 1 and 2 that were 38% better on the orally presented questions, 39% better
on the questions presented orally and in writing, 112% better in balancing equations and 47%
better on the overall scores.