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 language | English |
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| Title of host publication | Proceedings of the British Society for Research into Learning Mathematics |
| Place of Publication | Online |
| Pages | 0-0 |
| Number of pages | 1 |
| Volume | 31 |
| Publication status | Published - 1 Jun 2011 |
| Event | Proceedings of the British Society for Research into Learning Mathematics - University of Sussex, June 2012 Duration: 1 Jun 2012 → … |
Conference
| Conference | Proceedings of the British Society for Research into Learning Mathematics |
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| Period | 1/06/12 → … |