Abstract/Summary

Whilst evaluation of primary mathematics teaching is a well-embedded element of school improvement practice, the perceptions and experiences of those involved both as evaluators and evaluands are poorly represented and under-researched both empirically and theoretically. Previous research in this field has focused on the evaluation of generic teaching as an essential component of education systems around the world, but consensus on how this is defined, measured and developed is lacking. This study offers new empirical data on current evaluation processes in primary mathematics. Few studies have examined the impact of recent changes in the mathematics curriculum, pedagogy and policy on practice, and none have explored their influence on the evaluative process, evaluators or evaluands. This study also offers a new theorisation of the evaluation of primary mathematics teaching through its use of a conceptual framework that is otherwise absent from recent studies focusing on professional development, professional knowledge, and professional identity. The study therefore aims to offer insight into the perceptions and experiences of evaluating primary mathematics teaching of teachers, mathematics subject leaders and senior leaders and to understand these in the context of the issues outlined above. 15 semi-structured interviews, informed by the completion of reflective timelines, were carried out and documentary evidence in the form of publicly available vision statements for mathematics teaching were collected from each participant’s school. Reflexive thematic analysis of interview and documentary data was carried out to identify common themes and these were discussed in relation to an analytical framework formed of three conceptual lenses; professional development, professional knowledge and professional identity. Key findings highlighted inconsistencies of perception and experience in relation to effective mathematics teaching, knowledge of primary mathematics and evaluation processes, and clarity of purpose and ownership of evaluations. These variations support the conclusion that there is a need for fairer, more coherent, and more useful evaluation processes of primary mathematics teaching and a new model for the provision of these based on mutual engagement, joint enterprise and a shared repertoire of tools is proposed.