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<p>This paper reports on the findings from 12 in-depth, semi-structured interviews with mathematics teachers experienced in teaching low-attaining students in Years 9–10 (ages 13–15) in England, conducted as part of a wider project. The interviews covered the teachers’ reported practices when teaching low-attaining students, with particular regard to their use of representations, manipulatives, derived facts and estimation. We also asked teachers about their general perceptions of low-attaining students and about how they plan lessons targeted at low-attaining students. Teachers sought to build positive relationships with their students and placed considerable emphasis on structuring and scaffolding the learning carefully. However, while the wider research evidence base highlights the importance of contexts, representations and manipulatives, the teachers in our study seemed to lack principled approaches to using these with low-attaining students. We conclude by considering the systemic difficulties in implementing well-evidenced teaching strategies in practice.</p>

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Teaching Low-Attaining Secondary School Mathematics Students: What Practices Do Their Teachers Report?

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月6日

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  • Colin Foster,
  • Jeremy Hodgen,
  • Dietmar Küchemann,
  • David Martin

摘要

This paper reports on the findings from 12 in-depth, semi-structured interviews with mathematics teachers experienced in teaching low-attaining students in Years 9–10 (ages 13–15) in England, conducted as part of a wider project. The interviews covered the teachers’ reported practices when teaching low-attaining students, with particular regard to their use of representations, manipulatives, derived facts and estimation. We also asked teachers about their general perceptions of low-attaining students and about how they plan lessons targeted at low-attaining students. Teachers sought to build positive relationships with their students and placed considerable emphasis on structuring and scaffolding the learning carefully. However, while the wider research evidence base highlights the importance of contexts, representations and manipulatives, the teachers in our study seemed to lack principled approaches to using these with low-attaining students. We conclude by considering the systemic difficulties in implementing well-evidenced teaching strategies in practice.