Mathematical Reasoning Programme Effectiveness Trial
16 September 2026
Mathematical Reasoning is a programme designed by the University of Oxford to improve the maths attainment of Year 2 pupils (ages six to seven) by developing their understanding of the logical principles underlying maths. Through weekly, curriculum-aligned, structured lessons that replace one maths lesson, pupils learned and practiced reasoning strategies for solving problem-based questions.
Teachers received training, expert support, and structured resources to strengthen their understanding of and ability to teach mathematical reasoning. The programme was delivered by the class teacher, supported by a teaching assistant (TA), over 12 to 15 weeks.
Lessons involved both whole-class work and group work, combining teacher-led instruction with opportunities for pupils to reinforce mathematical reasoning with independent, collaborative, and digital learning activities. Teachers and TAs completed an online training course and attended trainer-led webinars over the course of delivery. The programme was developed and refined by researchers at the University of Oxford through successive trial phases.
The project, commissioned by the Education Endowment Foundation (EEF) was a two-armed randomised controlled effectiveness trial, conducted by NFER. It took place between December 2024 and June 2025 and involved 238 schools and 6,292 pupils. Schools were randomly allocated to either the programme or usual practice. Pupils were assessed at baseline by their teacher and at endpoint by an independent test administrator.
The implementation and process evaluation (IPE) drew on teacher and TA surveys, programme records (including attendance logs and computer game data), lesson observations, pupil focus groups, and interviews with school staff and trainers, and observations of the online training and webinars.
Key Findings
- Pupils in Mathematical Reasoning schools made one additional month of progress in maths, on average, compared to pupils in other schools. This result has a high security rating.
- Among pupils eligible for Free School Meals, those in Mathematical Reasoning schools made two additional months of progress in maths, on average, compared to those in other schools. This result is less secure than the overall finding due to a smaller number of pupils.
- There was some cautious evidence that pupils with lower prior attainment benefited more from the programme than pupils with higher prior attainment. However, the IPE did not explain this finding, with teachers more likely to perceive the programme as better suited to higher attaining pupils.
- The IPE showed that the programme had a positive impact on self-reported teacher understanding of and confidence in teaching mathematical reasoning, and most teachers felt it had a positive impact on pupils’ mathematical reasoning and arithmetic skills, as well as their confidence in and enjoyment of maths.
- Teachers reported that TA support was important for delivering group activities as intended. Although programme materials supported delivery, training and programme delivery required substantial time commitment, contributing to some issues with fidelity.