#211 Research in Action 28: Considering uncertainty when interpreting educational research with Hugo Lortie-Forgues

Craig Barton
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This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can check out all the previous conversations in the series here.

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Episode details

Summary

In this conversation, Hugo Lortie-Forgues discusses his background in psychology and education, focusing on misconceptions in learning fractions and the importance of understanding educational programs. He emphasises the need for clear communication of research findings, particularly regarding the effectiveness of educational interventions and the uncertainty that accompanies them. The discussion also touches on the challenges teachers face in interpreting research and the importance of evaluating the quality of educational studies.

Takeaways

  1. Hugo Lortie-Forgues is a senior lecturer at Loughborough University.
  2. Misconceptions about fractions are prevalent among both students and teachers.
  3. Different metrics can significantly influence teachers’ perceptions of educational interventions.
  4. Reporting uncertainty in research findings can decrease trust among teachers.
  5. Teachers often seek clear, definitive answers from research, which is rarely provided.
  6. Control groups are essential for establishing the validity of educational research.
  7. Effect sizes can be misleading without proper context and interpretation.
  8. Transparency in reporting research findings is crucial for building trust.
  9. Teachers need to develop research literacy to critically evaluate studies.
  10. There are common indicators of research quality that teachers should look for.

Video:

New stuff I have been working on:

  1. My Tips for Teachers Guides to… series
  2. Our Eedi RCT and paper with Google
  3. My updated mrbartonmnaths website.

My usual plugs

Written summary:

Title: Understanding Fractions and Educational Metrics: Insights from Hugo Lortie-Forgues

Introduction: In the latest episode of the Mr. Barton Maths podcast, Craig welcomes Hugo Lortie-Forgues, a senior lecturer at Loughborough University, to delve into the complexities of how children learn fractions and the metrics used to evaluate educational programs. This engaging conversation sheds light on critical misconceptions in mathematics education and the implications of varying assessment methods on teacher perceptions.

Main Content:

The Fascination with Fractions
Fractions often present a unique challenge for students, especially when they first encounter numbers less than one. Craig shares insights from his experience as a secondary school teacher, emphasising the misconceptions that arise when children learn fraction multiplication. For instance, many students mistakenly believe that multiplying two fractions will yield a product greater than either fraction. Hugo elaborates on a study where both students and primary school teachers demonstrated this misconception. This reveals a significant gap in understanding that can contribute to students’ difficulties in mathematics.

The Transition from Research on Fractions to Educational Metrics
Hugo discusses his shift in research focus from fractions to evaluating educational programs. He notes that many educational interventions are assessed by measuring their impact on student achievement through various metrics. One common approach in the UK is to express the effect of an intervention in terms of additional months of progress. For example, an educational program might be reported as improving student performance by three additional months.

The Importance of Metrics in Education
The conversation highlights the complexities involved in communicating the effectiveness of educational programs. Hugo explains that while the ‘months of progress’ metric is popular, it can cause varying perceptions among teachers. For instance, presenting the same educational effect as an increase in test scores can lead to a different interpretation of its significance. This raises questions about how best to report educational outcomes to ensure teachers can make informed decisions based on the data.

Insights from Health Science
To illustrate the impact of different metrics, Hugo draws parallels with health science, where the presentation of drug efficacy can dramatically change public perception. For example, reporting a medication’s effectiveness as a 50% reduction in cancer incidence sounds impressive, yet if stated as a drop from two out of a thousand to one out of a thousand, it seems far less impactful. This analogy helps emphasize the importance of thoughtful communication in educational assessments.

    Conclusion: This enlightening discussion with Hugo Lortie-Forgues uncovers the intricacies of learning fractions and the evaluation of educational programs. Key takeaways include the critical need for educators to be aware of misconceptions surrounding fractions and the influence of metric presentation on teacher perceptions of educational effectiveness. Understanding these elements can lead to better teaching practices and improved student outcomes.

    Tags: Education, Mathematics, Fractions, Teacher Training, Student Achievement, Educational Metrics, Assessment, Psychology in Education, Learning Misconceptions.

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