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Displaying mathematical behaviour

(n=33/33 ends of years 7 and 8)

We wanted to find out whether students thought their mathematical activity changed. One of the participating mathematics departments had listed aspects of mathematical behaviour and these were agreed by all schools as appropriate aims. We asked this question at the end of years 7 and 8 to try and identify any changes.

Our overall view of trends in the data supported the notion that changes in participation are engendered differently by different teachers. Changes in all schools for all teachers are not due solely to natural changes in early adolescence, independent of teaching context, but are influenced by school ethos and individual teachers.

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