“My math lessons are all about learning from your mistakes”: how mixed-attainment mathematics grouping affects the way students experience mathematics

Abstract

My math lessons are all about learning from your mistakes": how mixed-attainment mathematics grouping affects the way students experience mathematics Mixed-attainment mathematics teaching is not a common practice in England despite evidence that ability grouping is not an effective strategy for improving educational outcomes. This study compares mathematics in School M (mixedability groupings) and School S (sets) in relation to student beliefs, and teacher beliefs and practices. Questionnaire data from 286 students and twelve teachers were triangulated with lesson observations and interviews. This article suggests grouping practices could indeed influence students' mindsets, teachers' mindsets and teachers' beliefs and practices. An above average proportion of students in both schools reported growth orientations although these beliefs were held more strongly by students in the mixed-attainment grouping. School M teachers also held stronger growth-mindsets than School S teachers. Mathematics teachers in both schools reported connectionist beliefs but the students' experiences differed. Most students in School M perceive typical mathematics lessons as involving a substantial problem or challenge worked on collaboratively in pairs or small groups, and having several entry points. Students in both schools valued learning from mistakes but School M students were more likely to both believe this would help them, and have access to this type of learning opportunity. Students taught in sets experienced mathematics as procedures delivered by teachers and reproduced by students. This has implications for further research as mixedattainment groupings may be a factor in determining the way in which students experience learning mathematics.

Literature review on teachers’ mindsets, growth-oriented practices and why they matter

“…Thus, despite their self-reported growth mindset, the teachers in this study sometimes sent contradictory fixed-mindset messages by using instructional practices that failed to promote a growth mindset in learning (Sun, 2019). A similar trend was found in a study by Francome and Hewitt (2020) conducted in England. The study compared two different types of schools, one which streamed students in mathematics teaching and another which used mixed ability groups.…”

“…Furthermore, teachers' practices also differed between the schools. In the school which used streaming, teachers more often employed teacher-centered practices, whereas, in the school where mathematics was taught in mixed classes, student-centered and cooperative strategies were utilized more (Francome and Hewitt, 2020).…”

‘The participation group means that I'm low ability’: Students’ perspectives on the enactment of ‘mixed‐ability’ grouping in secondary school physical education

“…In considering the mixed‐ability grouping literature, it is notable that attention has primarily been directed towards analysis of students’ attainment outcomes, particularly in mathematics, English and science, rather than investigation of the actual practices deployed by teachers and their impact on students’ experiences. Further, the limited research that has directly explored students’ perceptions and experiences of mixed‐ability grouping has invariably focused on mathematics and English in secondary schools (see, e.g., Venkatakrishnan & Wiliam, 2003; Tereshchenko et al, 2019; Francome & Hewitt, 2020). This is despite recognition that these are not the curriculum areas in which mixed‐ability grouping is most frequently utilised (Hallam et al, 2008; Office for Standards in Education [OFSTED], 2013; Taylor et al, 2020; Wilkinson et al, 2016).…”

Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

“…The most common approach used to address diverse learning needs, both nationally and internationally, is to place the students into homogenous ability groupings using a selection process known as 'streaming', 'setting' or 'tracking' based on attainment grouping (Francome & Hewitt, 2020;Jaremus et al, 2020). There is a growing body of research, however, that has cast doubt on the usefulness of attainment grouping, including studies from the United Kingdom and the United States as well as from the Asia-Pacific region and western Europe (e.g., Francis et al, 2019;Francome & Hewitt, 2020;Gamoran, 2009;Mijs, 2016;Murata, 2013;Taylor et al, 2017Taylor et al, , 2020. In the Australian context, Johnston & Wildy (2016, p. 42) have noted that: "While research is contentious and often contested, the literature generally shows that streaming impacts negatively on student learning outcomes."…”