Hayley James, School of Educational Sciences, Bangor University, UK Background It has been over three years since school-age students across the world were forced to access lessons remotely or through blended learning approaches due to the coronavirus pandemic (United Nations, 2020). Evidence suggests that adapting to this way of working may have had sub-optimal effects on learning compared to face-to-face instruction, with the attainment gap widening between more vulnerable students and their peers –particularly in mathematics (Betthäuser et al., 2023). As such, policymakers and educators are still grappling with ways in which to support students to make accelerated gains in their learning. The aim of this article is to discuss a study being carried out by researchers at the Collaborative Institute for Education Research, Evidence and Impact (CIEREI, Bangor University), which compares the impact of handheld and online applications of the SAFMEDS strategy. Fluency-based inst
Using the SAFMEDS strategy to support arithmetic skills in Wales: Advancements in applications and understanding since COVID-19
Written by: Hayley James
6 min read
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