Placing children in sets for maths teaching helps the teacher manage a mixed-ability classroom but doesn’t improve children’s learning, a new report says. While at least six out of 10 primaries set pupils for mathematics, a large-scale study in the London borough of Barking and Dagenham shows that mixed-ability teaching yields slightly higher results than arranging groups in sets according to ability.
The mixed-ability approach used in the project, adapted from Swiss models, is built on oral and mental approaches to maths. Interactions between teacher and pupil and between pupil and pupil, are emphasised, with children arranged in a horse-shoe shape to allow for better communication.
Junior teachers who have been trained in this methodology help children develop questioning skills and encourage pupil demonstration and explanation. Termly tests are given to monitor progress.
The study concludes that there are no benefits to be gained by placing children in sets for maths. And, as opposed to data from earlier studies showing gains from whole-class teaching being made only by lower-ability pupils, this study indicates that all children reap benefits by being taught together in this way.
Effective Classroom Organisation in Primary Schools: Mathematics by Julia Whitburn, National Institute of Economic and Social Research, 2Dean Trench Street, Smith Square, London SW1P 3HE
