Mastery mathematics: changing teacher beliefs around in-class grouping and mindset

Boyd, Pete and Ash, Andy (2018) Mastery mathematics: changing teacher beliefs around in-class grouping and mindset. Teaching and Teacher Education, 75 . pp. 214-223.

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Official URL: https://doi.org/10.1016/j.tate.2018.06.016

Abstract

Internationally, reform efforts in teaching of mathematics have found it difficult to change practice. This study used classroom video stimulated recall interviews with Primary teachers in England to investigate their beliefs during implementation of a textbook-based South Asian mastery approach to teaching mathematics. The self-reported beliefs of the teachers showed their support for change in practice, from in-class grouping by prior attainment to whole class teaching with everyone exploring the same problem, and suggested conceptions of malleable intelligence in the specific domain of school maths.

Item Type: Article
Journal or Publication Title: Teaching and Teacher Education
Publisher: Elsevier
ISSN: 0742-051X
Departments: Learning Education and Development (LED)
Additional Information: This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Depositing User: Pete Boyd
Date Deposited: 19 Jul 2018 11:59
Last Modified: 19 Jul 2018 15:08
URI: http://insight.cumbria.ac.uk/id/eprint/4002

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