Broadening School Data Use to Promote Contextual and Responsive Mathematics Teaching

There has been a heightened focus on assessment data in schools to inform mathematics teaching while achievement gaps persist. In this study, the diverse data collected in schools and alternative ways of using these data to help responsive teaching were investigated. Employing a mixed-methods approach, data were collected from two primary schools in Victoria. Eight teachers and school leaders participated in semi-structured interviews, and school-collected data were examined for sixty Year 3 students. Findings revealed that schools hold a variety of data, and expanding the understanding and utilisation of school-collected data is needed to support equitable and reflective mathematics teaching.