Does the implementation of agreed core strategies in daily reasoning lessons impact the precision of pupil outcomes in mathematics?

The purpose of this study was to explore whether the implementation of core strategies, fundamental to reasoning, in daily maths lessons had impact on the precision of pupil outcomes. ‘Southwold’s Maths Action Plan’ outlines the development of reasoning as a key point of action because reasoning questions were often used as an ‘extension’ to fluency and not considered a skill in of itself. Often, this led to lessons being stopped to ‘model’ reasoning question meaning that pupils were not given the tools to reason with independence. Providing pupils with and embedding strategies integral to cultivating accurate and independent reasoning was essential to the foundation of developing Southwold outcomes.