Recently, interest in how to integrate technology into today’s K-12 STEM learning has been rising. When technology is used as a supportive tool in technology-integrated STEM classes, the learning sequence of technological skills can be a critical factor to overall instructional effectiveness. To respond to these demands, in the article “The impact of sequencing and prior knowledge on learning mathematics through spreadsheet,” Clarke, Ayres, and Sweller (2005) address how instructional sequencing between learning spreadsheet skills and mathematics impacts learning achievements and cognitive load, as well as how it interacts with students’ prior knowledge of spreadsheet skills based on the cognitive load theory framework (CLT, Sweller, Van Merrienboer,
What Is the Role of Attainment Banding in Promoting Pupils’ Progress in Mathematics?
What is the role of attainment banding in promoting pupils’ progress in mathematics?
Attainment banding within education is England, especially in Mathematics is a controversial topic especially because of the findings that highly attainment pupils’ tend not to be challenged sufficiently to deepen their thinking in mixed-ability teaching (Ofsted, 2012).In 2012, most schools visited by Ofsted had attainment grouping from year 7 depending on teacher assessments, primary school information and national exams which would then cap their attainment potential due to the capped mathematics that they would be taught. Because in England the dominant mindset is that each person has a stable mathematical ability which Boylan and Povey (2014) called ‘ability thinking’, ability grouping was often believed to be true. Also, in 1997 the Department of Employment and Education stated ‘unless a school can demonstrate that it is getting better than expected results through a different approach, we do make the presumption that setting should be the norm in secondary school’ which would explain the strong support for attainment banding in the UK. (Department for Employment and Education, 1997)
The definition of banding is dividing the year group into bands differentiated by ability. Within each band, the pupils are grouped depending on ability or size. Setting can be used to group pupils in bands according to their ability in a subject as defined by HM inspectors of schools (HM Inspectors of Schools, 1979). For this literature review, it will be assumed that setting is used within bands.
An international study by Organisation for Economic Co-operation and Development (OECD) has recommended differing pupils grouping until upper secondary school due to negative impact on pupils’ attainment in lower ability groups without raising the attainment of all pupils. The negative impact of grouping could be reduced by reducing the duration of the grouping, increasing the opportunities are available to change grouping and ensuring a high curricular standard for all pupils. ( OECD, 2012)
Hallam and Ireson (Hallam