## Abstract

Mixed attainment pairs in primary mathematics are sometimes seen as a way to enable lower attaining pupils to be supported by higher attaining peers and to be exposed to higher levels of mathematical thinking. Whilst the intent underpinning mixed pairings based on this rationale is not disputed, the research presented in this session began from the premise that this is only part of the picture, that it omits what the lower attainer may bring to the partnership and contribute during the activity.

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 and its outcomes, its use of the construct of mathematical noticing and its conclusion that mixed attainment pairings can produce bi-directional benefits.

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 and its outcomes, its use of the construct of mathematical noticing and its conclusion that mixed attainment pairings can produce bi-directional benefits.

Original language | English |
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Publication status | Published - 26 Mar 2022 |

Event | Association of Mathematics Education Tutors/National Association of Mathematics Advisors March 2022 - Online Duration: 25 Mar 2022 → 26 Mar 2022 |

### Conference

Conference | Association of Mathematics Education Tutors/National Association of Mathematics Advisors March 2022 |
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Abbreviated title | AMET/NAMA March 22 |

Period | 25/03/22 → 26/03/22 |