Ability ideology and its consequential practices in primary mathematics

Marks, Rachel (2011) Ability ideology and its consequential practices in primary mathematics In: Proceedings of the British Society for Research into Learning Mathematics, University of Leeds, June 2011.

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Abstract

‘Ability' is a powerful ideology in UK education, underscoring common practices such as setting. These have well documented impacts on pupils' attainment and attitude in mathematics, particularly at the secondary school level. Less well understood are the impacts in primary mathematics. Further, there are a number of consequential practices of an ability ideology which may inhibit pupils' learning. This paper uses data from one UK primary school drawn from my wider doctoral study to elucidate three such consequential practices. It examines why these issues arise and the impacts on pupils. The paper suggests that external pressures may bring practices previously seen in secondary mathematics into primary schools, where the environment intensifies the impacts on pupils.

Item Type: Contribution to conference proceedings in the public domain ( Full Paper)
Subjects: X000 Education > X500 National Curriculum > X510i Mathematics Education
Depositing User: Converis
Date Deposited: 24 Jul 2015 03:00
Last Modified: 27 Jul 2015 07:57
URI: http://eprints.brighton.ac.uk/id/eprint/14064

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