This study examines the use of ability grouping and tracking in America’s schools. Recent NAEP data reveal a resurgence of ability grouping in fourth grade and the persistent popularity of tracking in eighth-grade mathematics. These trends are surprising considering the vehement opposition of powerful organizations to both practices. Although the current study will not delve into the debate—it is interested in what schools are doing, not why or whether they should do it—discussion is offered at the end of the article on implications of the findings for the controversy surrounding the topic.
The Thinking Classroom: An Interview with Peter Liljedahl
March 7, 2023 No Comments
This post was supposed to be just for math teachers. I was going to share an instructional approach that, as dramatic as this
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