Ability ideology and its consequential practices in primary mathematics

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNConference contribution with ISSN or ISBN

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.
Original languageEnglish
Title of host publicationProceedings of the British Society for Research into Learning Mathematics
Place of PublicationOnline
Pages0-0
Number of pages1
Volume31
Publication statusPublished - 1 Jun 2011
EventProceedings of the British Society for Research into Learning Mathematics - University of Sussex, June 2012
Duration: 1 Jun 2012 → …

Conference

ConferenceProceedings of the British Society for Research into Learning Mathematics
Period1/06/12 → …

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