Teaching assistants in mathematics learning

What does research suggest about effective utilisation of teaching assistants in the maths classroom?

When budgeting for TA support, schools should bear in mind that the increase in TA deployment has been driven by teacher shortages, increased teacher workload and larger class sizes rather than strong evidence of their efficacy
Schools keen to utilise TAs effectively may need to define their roles clearly across different contexts
There is a need for high-quality research to investigate how TAs can support students in mathematics lessons effectively. Teachers and headteachers should be aware that little consensus exists because of limited and mixed evidence
TAs may benefit from training in discourse, questioning and feedback to encourage student progress
Schools should consider the value of maths-specific training and professional development for TAs supporting mathematics lessons
Coordinating the working hours of teachers and TAs could support meaningful collaboration
Effective collaboration between TAs and teachers can have positive effects on all involved, including better preparation of, and support offered by, TAs during lessons

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