Gage Meyer

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Title: An Analysis of Ability Grouping in Intermediate and Secondary Mathematics: Why Detracking Is Not Enough

Master's Project - 2020 Presentation:  Link to the virtual presentation room Links to an external site.

         Time:  Session 1,  2:10 pm (Central Standard Time)

          Group:  Pedagogy,  exploring the craft of teaching

          Audio Link Only via: 1-571-392-7650,  PIN: 728 893 6831

Abstract: 

This article examines ability grouping in intermediate and secondary mathematics classes, specifically regarding the use of tracking or detracking, and the effects of such grouping on learners of varying ability levels. A synthesis of existing literature suggests a host of reasons relating to why low-achieving students tend to benefit from heterogeneous mixed-ability classes used in detracked classes as opposed to homogeneous ability classes utilized in tracked classes. This article makes the assessment that, while detracking mathematics at the middle and high school level is typically associated with greater equity, the use of detracking by itself is insufficient in providing equal opportunity for success in mathematics. Consequently, several recommendations are made to improve the efficacy of detracking in mathematics and encouraging success for diverse populations of learners.

 

Contact: Gage Meyer,  ghmeyer@wisc.edu

MS, Curriculum and Instruction, Secondary Mathematics