Individual Student Characteristics, Abilities and Personal Qualities and the Teacher’s Role in Improving Mathematics Learning Outcomes

Abstract

AbstractTeachers of students in general mathematics classrooms accept and welcome the learners they are assigned to teach. The characteristics of students influence the planning teachers undertake, the learning activities they provide, and the learning outcomes achieved by their students as a result. This chapter explores the impact of student characteristics that are beyond the control of teachers, and yet are within their powers through their actions to make a considerable difference to the mathematics learning outcomes of their students. In recent times, two significant developments—the recognition of streaming as harmful and the recognition of inclusive education as beneficial—have changed the nature of general mathematics classrooms. In practice, these developments mean that teachers can expect to teach students across the breadth of human variation. Addressing an area of research focused on units of analysis that are not under the direct control of a teacher, this chapter explicitly relates to learners with intellectual disabilities, learning difficulties and learned difficulties in the context of mathematics education research. Intellectual disability and mathematics learning difficulties are learner qualities while learned difficulties are not; these are traits acquired through the course of education, such as mathematics anxiety. Two recent studies of the inclusion in general primary and secondary mathematics classes of students with Down syndrome provide data that is analysed through the lens of the framework of Manizade et al. (2019) and Medley (1987), and expanded in the first chapter of this volume. Type G (individual student traits) variables and their interaction with particularly Type B (Student mathematics learning activities) and A (Student mathematics learning outcomes) are studied. Through this analysis, it is clear that the mathematical experiences teachers plan for their students are adjusted in complex ways. Where teachers provided year-level adjusted mathematics curriculum, students were able to demonstrate learning outcomes aligned with the school year-level and often many years ahead of their deemed level of mathematics accomplishment. As a way out of low attainment, the possibilities of year-level adjusted curriculum is a critical aspect of mathematics education and an imperative of mathematics education research.