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

, University of Cumbria, United Kingdom ; , Deep Learning Teaching School Alliance, United Kingdom

TATE Volume 75, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Boyd, P. & Ash, A. (2018). Mastery mathematics: Changing teacher beliefs around in-class grouping and mindset. Teaching and Teacher Education: An International Journal of Research and Studies, 75(1), 214-223. Elsevier Ltd. Retrieved July 9, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.06.016