Little fish, big streams: how do early in-class maths ‘ability’-groups and early teacher judgements relate to primary school children’s later maths self-concept?

Campbell, Tammy (2021) Little fish, big streams: how do early in-class maths ‘ability’-groups and early teacher judgements relate to primary school children’s later maths self-concept? CASEbriefs (CASEbrief 40). Centre for Analysis of Social Exclusion, London School of Economics and Political Science, London, UK.

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Abstract

This paper summarises research examining predictors of primary school children’s maths self-concept at age 11. It finds that the in-class ‘ability’ group children were placed in four years earlier, at age seven, strongly relates to whether they later think they are good at maths. Teachers’ beliefs about the children at age seven are also strongly associated with later children’s maths self-concept. These patterns hold even when accounting for a range of factors, including children’s maths skills as measured at seven. Associations are more pervasive and complex for girls.

Item Type:	Monograph (Report)
Official URL:	https://sticerd.lse.ac.uk/CASE/_new/publications/
Additional Information:	© 2021 CASE & LSE
Divisions:	Centre for Analysis of Social Exclusion
Subjects:	H Social Sciences > HC Economic History and Conditions
JEL classification:	I - Health, Education, and Welfare > I2 - Education > I20 - General
Date Deposited:	06 Feb 2024 12:12
Last Modified:	06 Feb 2024 12:12
URI:	http://eprints.lse.ac.uk/id/eprint/121473

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