Streaming for mathematics remains a contentious issue and particular forms
of the practice have been considered inequitable. In the study reported here,
the focus was on the extent to which streaming is used for mathematics at
years 7-10 in Victorian secondary schools. Also of interest were the forms of
streaming adopted and the criteria for selection into class groups; and
teachers‘ views on streaming, their beliefs on whether all students benefit
equitably from the practices adopted, and if they modify the curriculum
and/or pedagogy in streamed classes. The findings indicated that forms of
streaming were fairly widespread, were supported by many mathematics
teachers, and were more prevalent as year level increased. Curriculum
differentiation and pedagogical change that appeared to support high
achievers, but which might limit low achievers‘ future mathematics options,
were reported. Some teachers recognised some of the limitations associated
with streaming, and that particular students might be disadvantaged as a
result. The teachers participating in the study did not identify students‘
gender, socioeconomic, or ethnic/Indigenous backgrounds as factors of
disadvantage linked to streaming. The implications of the findings and
recommendations for future research are discussed.