“I thought she would get there first but I did”: how close observation of mixed attainment mathematics enabled the voice of the lower attainer to emerge.

Existing research together with anecdotal evidence supports the claim that lower attaining pupils gain from being part of mixed attainment pairs and groups, that they benefit from the exposure to the higher level thinking and reasoning of their higher attaining peers. More limited however, is research evidence that examines these mixed groupings from the perspective of the primary school lower attainer, and considers what contributions these pupils can make to mixed attainment mathematical activity and the pedagogies which best support greater mathematical participation of all pupils in such pairs or groups.

Employing a pedagogical focus on mathematical noticing, and based in three primary school classrooms, close video observation of mixed attainment pairs revealed frequent and important mathematical contributions from lower attaining pupils, together with evident satisfaction from lower attainers in their achievements. This session explores the study: its operation and the partnership with primary teachers, its outcomes, the construct of mathematical noticing and its conclusion that mixed attainment pairings can produce bi-directional benefits.