ABSTRACT
Mathematics teaching in the UK has undergone several major externally imposed changes during the last decade. Current practices display a range of epistemological and pedagogical assumptions and behaviours, depending on teachers’ interpretation of, adoption of and belief in current statutory requirements for teaching and assessment. This paper examines in detail differences within the informal assessment practices of 30 UK mathematics teachers. It is found that these illustrate several of the paradigmatic differences that permeate studies of human behaviour on a grander scale. Since informal assessment decisions can lead directly or indirectly to differentiated access to the curriculum and high-stakes grading, the use of teacher assessment as a focus for examining differences illuminates the possible inequities which might arise for pupils. Examination of differences within one system and one society gives information about effects of different educational practices which, were they to show up between societies, might be attributed to other social and cultural factors.
