How Might Collaborative Learning Impact Attainment Levels in Mathematics‪?‬

The purpose of this study is to investigate the attainment levels of children in mathematics and whether or not collaborative learning has an impact on their learning. To comply with the Data Protection Act 2018 (Great Britain, 2018), the school in which the research takes place will be referred to as School A and any participants will receive a pseudonym to ensure anonymity. The Estyn report for School A explains that mathematics is an area of learning and experience (AoLE) which needs to be developed. School A used to set for mathematics, however, due to the school’s COVID guidelines, classes are no longer allowed to mix but the class is still separated into ability groups. The research will entail focussing on collaborative group work with a mixed ability group within the class to gauge whether this will help improve attainment levels. By enforcing a collaborative learning technique to learn mathematics, it is in compliance with the new Professional Standards for Teaching and Leadership (PSTL) , which states that the teacher should develop and apply new techniques to suit the purposes of the intended learning (Welsh Government, 2019).