Using mixed methods to evaluate a mastery approach to teaching mathematics: considerations of quality and equity with regard to individual learning needs

We present results from a mixed-method evaluation of a mastery-oriented, Singapore-based mathematics textbook series and teaching approach in Year 1 classrooms in England (Hall, Lindorff, & Sammons, 2016), reanalysed with a focus on individual learning needs -- not a predefined focus, but one that emerged during fieldwork/analysis. The present objectives are: 1.To illustrate the potential of mixed methods to investigate of emergent findings beyond a priori aims; 2.To explore substantive findings regarding equity and quality of teaching/learning with a mastery orientation for diverse learning needs. This study was framed by Bloom’s mastery learning theory combined with a teacher effectiveness perspective. We used a mixed methods Cluster Randomised Controlled Trial (mmCRCT) design with a delayed treatment group. Data sources included pupil assessments and attitude questionnaires, lesson observations, and teacher interviews (all conducted in the first, second and third terms of 2015-16). Findings suggest implications for policy and practice based on a reconceptualization of “ability” and differentiation for mastery-oriented teaching and learning. Further, the study illustrates how mixed methods evaluation can facilitate understandings of educational interventions’ effects and implementation processes relevant to equity and quality issues, extending to emergent findings beyond predetermined aims. Hall, J., Lindorff, A., & Sammons, P. (2016). Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England. Oxford: University of Oxford. https://doi.org/10.13140/RG.2.2.23042.0736