Group Methods? Primary teachers’ differentiation policies in mathematics

Abstract

The seating of primary pupils in groups is well established in Britain, but the evidence from observational research and school inspection casts doubt on whether group methods of working are much used by teachers. Various studies in England and Scotland, with mathematics the common curricular focus, have indicated that teachers prefer individual monitoring of pupil progress or whole class teaching. Interview evidence from the Aberdeen area is used to illustrate the range of differentiation policies claimed by primary teachers. The conclusion is that although teachers’ accounts may distort reality to some extent they nevertheless offer a valuable insight into how the needs of children can be met in mixed ability classes.