The study of mathematics is mandatory from Kindergarten to Year 10.
By studying mathematics, students develop knowledge, skills and understanding of mathematical concepts and their use within the classroom and beyond.
The syllabus consists of the following strands:
- number and algebra
- measurement and geometry
- statistics and probability.
Mathematics is taught explicitly at Dundas Public School. Explicit teaching has been identified since 2015 in the Centre for Education Statistics and Evaluation (CESE) publication What Works Best: Evidence-based practices to help improve NSW student performance.
Evidence continues to support explicit teaching as a powerful practice. It works for students of all ages, and all backgrounds. It aligns with how students process, store and retrieve information.
Every student should experience explicit teaching when learning is new or complex. Explicit teaching allows students to gain foundational skills and knowledge. They can then apply their learning with greater independence.
Teachers use their expertise to select the right explicit teaching strategy at the right time for the right purpose.
Strengthening explicit teaching practice begins with a shared understanding of key concepts. These include:
- understanding how learning occurs
the limitations of working memory
high expectations for student learning.
To ensure that mathematics is taught explicitly and consistently across the classes K-6, staff follow 'The Dundas Way'.
In 2025, Dundas Public School is trialling a different approach. Students in Years 1-6 will be grouped in maths groups based on student performance data from external and internal sources. In addition to the class teachers, additional teaching staff have been allocated a maths group to ensure that student maths group numbers are reduced.
Grouping students into ability-based maths groups has been a subject of research and discussion in educational circles. Here’s a detailed overview of the benefits based on current research:
1. Customised Learning Experiences
Research indicates that ability grouping allows for differentiated instruction tailored to the specific needs of students in each group. By teaching at appropriate levels, educators can provide more relevant and engaging lessons. According to Tomlinson (2001), differentiated instruction helps in addressing diverse learning needs, ensuring that all students can connect with the material.
2. Enhanced Academic Achievement
Studies have shown that students placed in ability groups often perform better academically than those in mixed-ability settings. A meta-analysis by Slavin (1990) highlighted that ability grouping can lead to higher achievement for both low and high achievers when compared to heterogeneous grouping, particularly in subjects like mathematics.
3. Increased Student Engagement
Ability grouping can lead to higher levels of student engagement. Research by Hattie (2009) suggests that when students are in groups where they feel their abilities are matched, they are more likely to participate actively in learning activities. This engagement is crucial for motivation and fosters a positive attitude towards mathematics.
4. Improved Confidence and Self-Efficacy
Students often experience increased confidence in their abilities when placed in ability groups. A study by Bandura (1997) emphasises the importance of self-efficacy in learning. When students succeed in a group that matches their ability level, they are more likely to develop a positive self-concept and belief in their capabilities, which can translate to better performance.
5. Targeted Skill Development
Ability grouping allows teachers to identify specific skills that need reinforcement within a group. Research from Sutherland et al. (2014) indicates that targeted instruction enables educators to focus on areas of difficulty for students, such as problem-solving or computational skills, leading to more effective mastery of foundational concepts in mathematics.
6. Efficient Use of Class Time
When teachers work with ability groups, they can streamline their instruction. Research by Kulik and Kulik (1982) shows that teachers can spend less time on classroom management and more time on direct instruction, which improves overall efficiency in teaching and learning.
7. Positive Peer Interaction
Ability grouping can foster a supportive learning environment where students can collaborate with peers who share similar challenges and strengths. According to a study by Johnson and Johnson (1989), cooperative learning in homogenous groups can enhance social skills and build a sense of community among students, which is beneficial for emotional and social development.
8. Flexibility and Responsiveness
Current research supports the idea that ability grouping should not be static; it should be flexible and responsive to students' changing needs. Studies by Fuchs et al. (2015) indicate that students should be reassessed periodically to ensure they are placed in the most effective group for their current skill level, promoting continuous growth and development.
Conclusion
While ability grouping in mathematics education offers a variety of benefits, it is essential for educators to implement it thoughtfully and flexibly. Ongoing assessment and adjustment of group placements can ensure that all students receive the support they need to thrive. Overall, the research suggests that when executed effectively, ability grouping can lead to improved academic outcomes, increased engagement, and enhanced student confidence in mathematics.