Now Suddenly Nuance Matters
For years, the debate around mixed attainment teaching in mathematics has often felt less like a debate and more like a declaration. A consensus emerged, or at least the appearance of one, and with it came a curious certainty. Schools were told that the evidence was clear. Setting was harmful. Mixed attainment teaching was morally and educationally superior. Those who questioned the strength of the evidence base, especially in relation to mathematics specifically, were frequently dismissed as reactionary, elitist, or worse.
