The impact of attainment on pupils’ active goal pathways within a problem-solving lesson

Mathematics mastery advocates all pupils should have the opportunity to ‘keep up, not catch up’ within lessons. Consequently, teachers need an awareness of all pupils’ progress through a lesson. In-the-moment or active goals enable insight into a pupil’s cognitive progress across a period of time. By considering the affective domain, pupils’ active goals and their pathways can be identified. This paper addresses part of a PhD study where eight pupils within a year 5 problem-solving lesson were observed and video recorded. Four short video clips showing a change of pupils’ affect were identified, shared and discussed with the pupils and teachers via video stimulated recall interviews. This paper focuses on two pupils of differing attainment levels. Their active goal pathways are identified and compared, highlighting a difference in their pace and progression along these pathways. Current thinking for an active goal pathway model is proposed.