Grade 9 mathematics teachers’ experiences and perceptions of destreaming

Bibliographic Data

ID21688993
AuthorsCheryll Duquette (0000-0002-8093-5644, University of Ottawa, corresponding author), Nabila El Bizri (0000-0003-0732-000X, University of Ottawa), Lindsay Parr (0000-0003-3002-177X, University of Ottawa)
Year2026
Volume32
Issue5
Pages944-964
Publication date2026-07-04
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTeachers and Teaching (JOURNAL)
Journal identifiersISSN: 1354-0602 • E-ISSN: 1470-1278
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13540602.2025.2490834
OpenAlexW4409303799
LanguageEN
References cited39

Research shows that streaming in schools is associated with different achievement levels among higher and lower ability groups and inequity among disadvantaged groups. In Ontario, Canada, a destreaming policy was implemented to address the unintended effects of streaming. To date, there is little research on teachers’ experiences with destreaming and the meaning they make of them. This study explores the experiences of nine Grade 9 mathematics teachers during the first two years of implementing destreaming and their perspectives on the policy. The interview data revealed five themes: (a) lack of training, resources, and support, (b) feelings of effectiveness, (c) benefits and concerns about implementing destreaming, (d) understanding and perceptions of destreaming, and (e) sustainability of destreaming. For most of the teachers, instructing mixed ability destreamed classes was not a positive experience, and the context in which the policy of destreaming was implemented contributed to negative perceptions of it. The results add to our understanding of the implementation of destreaming, and recommendations for ministries of education and school administrators are provided

Mathematics education · Pedagogy · Perception · Global Educational Policies and Reforms · Psychology · School Choice and Performance · Teacher Education and Leadership Studies