Learning basic mathematic skills in primary school: testing the effectiveness of socio-constructivist and explicit instruction

Abstract

In France, the proportion of low-achieving students in mathematics has increased, and the difference in results between the socially advantaged and disadvantaged students marks a significant achievement gap. The present research evaluates the effectiveness of socio-constructivist teaching compared to explicit teaching, in enabling second graders to learn subtraction and fifth graders to learn the concept area, in students from disadvantaged social backgrounds. Two randomised controlled pre- and post-tests studies were conducted. Multilevel statistical analyses were carried out (N = 454 and N = 321). Results showed that all the students progressed between the two assessments. However, those who were taught using explicit instruction performed better than those who were taught with socio-constructivist teaching (Study 1, Cohen’s f = 1.32; Study 2 Cohen’s f = 1.62). These results suggest that explicit teaching is particularly appropriate to help low achievers from disadvantaged social backgrounds acquire new, complex, and structured mathematical knowledge.