Marks, Rachel; (2011) ‘Ability’ in primary mathematics education: patterns and implications. In: Smith, C, (ed.) Proceedings of the British Society for Research into Learning Mathematics. (pp. pp. 91-96). British Society for Research into Learning Mathematics (BSRLM)

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Abstract

Ability is a powerful ideology in the UK, underscoring many educational practices. We have extensive evidence pertaining to the impacts of these, particularly setting, in secondary mathematics, but there is relatively little research into the impacts in primary schools, despite an increase in ability-grouping practices at this level. This paper begins to address this gap, discussing some of the results from my doctoral study. It explores the pervasive nature of ability and the strength of young children’s convictions in innate ability. It also examines the role of assessment in perpetuating an ability ideology, suggesting that many of the implications seen in secondary education are also issues for primary mathematics.

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