ABSTRACT
This article considers various approaches to consulting primary pupils about mathematics. This is done first through a literature review and second by drawing on our experience of designing and piloting pupil consultation in collaboration with staff in one primary school. Our concern is with the utility and drawbacks of the methods used rather than with substantive issues. We conclude that useful information can be gained from both the planning process and outcomes, but caution must be exercised in interpreting pupil responses. Social processes are involved and the possibility of social desirability effects must be acknowledged. Finally, we indicate the usefulness of using different approaches together.
