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Julia Whitburn reports on new research comparing the results in mathematics of primary pupils according to whether they are taught in mixed-ability groups or are ‘set’ by ability. One of the greatest problems in teaching mathematics arises from the diversity of pupils’ attainments. In recent decades, primary class teachers in England have managed this by adopting an approach of within-class grouping or ‘differentiation’. With the introduction of the National Numeracy Strategy, however, an element of whole-class teaching is expected in the teaching of mathematics. Acknowledging the pedagogical difficulties this presents for teachers, the response from many schools has been to adopt a policy of ‘setting’ by attainment in order to reduce the range of attainment within each class group and thus make whole-class teaching more manageable. Earlier studies have suggested that ‘setting’ for the teaching of mathematics has benefits for pupils’ learning, especially for higher-attaining pupils. Recent research by the National Institute of Economic and Social Research (NIESR) (based on changed teaching practices influenced by continental schemes) challenges these earlier findings and draws on recently available data which indicate that the attainments and progress of pupils in mixed-ability classes are at least equal to – and possibly slightly better than – those of pupils ‘set’ by ability. |
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| pre conference resources |
 Video clips and presentation slides from our previous pre conferences, are now available online.
Click here to view. |
CERUKplus is the only free database of current education and children’s service research projects in the UK. CERUKplus would like to include practitioner research undertaken as part of masters degree courses or levels 3 + 4 of the Teacher Learning Academy in 2010, and would like to hear from practitioners interested in doing so. We are committed to supporting teachers and lecturers in their research work and building connections between communities of practice. |
| research engaged schools |
 The contribution of research to school improvement has been a matter of considerable debate. It is widely argued that educational practice should be more evidence based, but it is acknowledged that this is not easy to achieve. |
Click here to download free articles available on research engaged school theme  |
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