Abstract
This thesis will analyse the perspectives of secondary school mathematics teachers from Aotearoa New Zealand around the use of streaming in secondary school mathematics classrooms. Given current movements in Aotearoa New Zealand to move away from streaming, it is important to understand not only how teachers understand streaming, but also how they can be supported. Many research studies have been undertaken previously that have focused on the implications of streaming in secondary schools, but there has been little focus up until now on the perspectives of teachers around streaming in Aotearoa New Zealand. In this study, 54 secondary school mathematics teachers were surveyed to find out their perspectives on streaming. Teachers were found to have a wide variety of sometimes conflicting beliefs about the implications of streaming. Teachers were found to be more in favour of streaming than against streaming. The data showed that there were differences in perspective between participants of different genders, deciles, and also whether the teacher worked in a streaming environment. Participants wanted support through a variety of ways, including professional development and a nation-wide approach.