Fostering Cognitive Development Through the Context of Mathematics: Results of the CAME Project

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Can we be intelligent about intelligence?: Why education needs the concept of plastic general ability (2007, background): “…- not only in science but also in mathematics and English (Adey & Shayer, 1993, 1994; Shayer, 1999; Shayer & Adey, 2002) with effect sizes from 0.35 to over 1 SD. Likewise a cognitive intervention programme set in mathematics has transfer effects to science and English (Shayer & Adhami, 2007).”
Emotion, identity and teacher learning: becoming a primary mathematics teacher (2007, background): “Secondary CAME has been shown to have substantial long‐term effects on student achievement (Shayer & Adhami, 2007 ) and Primary CAME aimed to extend this approach for upper primary school students.”
Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement (2016, background): “Results from different projects have already indicated that professional development initiatives foster cognitively activating lessons of in-service teachers (e.g. Shayer, 1999; Shayer & Adhami, 2007; Stein & Lane, 1996).”