Anthony Clowser, Susan Wyn Jones and John Lewis published this article in 2018
This academic article explores whether the Cognitive Acceleration through Science Education (CASE) programme can effectively boost numerical reasoning among secondary school students in Wales. The research is motivated by a national decline in PISA rankings, which prompted the Welsh Government to implement a rigorous Literacy and Numeracy Framework (LNF) across all subjects. By examining existing literature and conducting interviews with educators, the authors evaluate how the CASE method—which prioritises metacognition and social construction—aligns with these new curriculum requirements. While a small-scale trial showed neutral quantitative results, qualitative feedback indicates that students found the collaborative, thought-provoking approach highly engaging. The study concludes that while the original CASE materials may be most effective for higher-ability learners, its core principles can be successfully integrated into standard science lessons to support abstract thinking. Consequently, the researchers advocate for a modern adaptation of these teaching strategies to help bridge the skills gap in Welsh education.