Valuing Choice as an Alternative to Fixed-ability Thinking and Teaching in Primary Mathematics

Abstract

This article offers a personal account of a primary mathematics teacher's current practice and how it developed through participation in a professional development programme. This alternative to fixed-ability teaching is based on creating opportunities for learners to exercise choice and on an understanding of mathematics as connected. Key influences in the development of practice have been research evidence and theory, engagement with mathematics and alternative practices as a learner, and space and encouragement to reflect and make choices as a teacher. The account is structured in the form of a dialogue between the authors.