Experiences of teaching and learning mathematics in setted and mixed settings

Francome, Thomas James (2015). Experiences of teaching and learning mathematics in setted and mixed settings. University of Birmingham. M.Res.

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Abstract

An investigation of the effect of grouping practices on pupils’ mindsets, teachers’ mindsets and teachers’ beliefs and practices. This study compares mathematics in School A (mixed-ability groupings) and School B (sets). Questionnaire data was collected from 286 pupils and twelve teachers and triangulated with lesson observations and interviews. This study offers some evidence to support the notion that grouping practices could indeed influence pupils’ mindsets, teachers’ mindsets and teachers’ beliefs and practices when teaching mathematics. School A pupils had stronger growth-mindsets than School B pupils. School A teachers had stronger growth-mindsets than School B teachers. Mathematics teachers in School A were found to hold more ‘connectionist’ beliefs. Most pupils in School A perceive typical mathematics lessons as involving a substantial problem or challenge that is worked on collaboratively in pairs or small groups and has several entry points. Mistakes are encouraged, learnt from and pupils develop understanding through discussion. Teachers and pupils in School B tended to have a more traditional experience. This has implications for further research as mixed-ability groupings may be a catalyst for improving pupils’ experiences of learning mathematics.

Type of Work:

Thesis (Masters by Research > M.Res.)

Award Type:

Masters by Research > M.Res.

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