Rachel Marks

Educational triage and ability-grouping in primary mathematics: a case-study of the impacts on low-attaining pupils

This case-study, drawing on an unanticipated theme arising from a wider study of ability-grouping in primary mathematics, documents some of the consequences of educational triage in the final year of one primary school. The paper discusses how a process of educational triage, as a response to accountability pressures, is justified by teachers on the basis of shared theories about ability and potential. Attainment gains show that some practices associated with the triaging process work for the school, pushing selected pupils to achieve the Government target for the end of primary school. However, other practices appear to coincide with reduced mathematical gains for the lowest attaining pupils and a widening of the attainment gap. This case-study examines the mechanisms behind this, focusing on resource allocation, and assumptions about learners and their potential. The paper suggests a need to create dissonance, challenging shared assumptions, such as fixed-ability, which currently support triage processes.

‘Ability’ in primary mathematics education: patterns and implications

Ability is a powerful ideology in the UK, underscoring many educational practices. We have extensive evidence pertaining to the impacts of these, particularly setting, in secondary mathematics, but there is relatively little research into the impacts in primary schools, despite an increase in abilitygrouping practices at this level. This paper begins to address this gap, discussing some of the results from my doctoral study. It explores the pervasive nature of ability and the strength of young children’s convictions in innate ability. It also examines the role of assessment in perpetuating an ability ideology, suggesting that many of the implications seen in secondary education are also issues for primary mathematics.

Transforming mathematics instruction: multiple approaches and practices

approach denies, to some extent, the opportunity for such colonialism, and actively promotes localism. However, as my analysis shows, some evidence of theoretical colonialism remains. So in spite of the challenges in reading this text, in the sense that a reader might be seeking those summaries of similarities and differences across the world, the book provides a rich account of international approaches to teaching and learning algebra. It also highlights some particularities and localised features of practice in the countries examined. As I pointed out at the beginning of this review, this approach to international comparative study of classroom practice is still a relatively new aspect of mathematics education research. The LPS in its five volumes and large number of journal articles provides a framework and articulates the character of this kind of research.

Key ideas in teaching mathematics: research-based guidance for ages 9–19

One of us recently observed a teacher ask a class of 12-year-olds what they knew about ratio. One student said “it is something to do with division but I cannot explain it very well” and the teache...