Provision for mathematically gifted children in primary schools: an investigation of four different methods of organisational provision

This article presents the findings of four case studies conducted in four different primary schools in England. The case studies examined in depth the implementation of different methods of organisational provision for mathematically gifted children – within-classroom provision, setting, pull-out grouping and mentoring – and their impact on pupils’ attitudes and progress. Based on classroom observation, documentary evidence, and interviews with teachers and pupils, this study found more positive effects from the use of pull-out grouping and mentoring compared with the other methods. This was correlated with the existence of teachers with subject expertise and with more opportunities for focused attention and extension for gifted children; something which was limited in large classes with children of ranging ability, even when these children were placed with same-ability peers or given higher-level work. This study also found evidence for the effect of teachers’ professional development on their confidence and on pupils’ attitudes and motivation.