ERIC Number: ED116938
Record Type: RIE
Publication Date: 1975-Dec
Reference Count: 0
Ability Grouping for Mathematics Instruction. A Review of the Empirical Literature. SMESG Working Paper No. 17.
Begle, E. G.
This paper examines the research literature concerning the effects of homogeneous vs. heterogeneous ability grouping on the mathematical achievement and attitudes of students. The studies examined concern all grade levels from 1 through 12, and relate to grouping on the basis of general ability and on the basis of prior mathematical achievement. Differential effectiveness of grouping patterns on students of high, middle, and low ability is examined. Grouping within individual classrooms is also discussed. On the basis of the analysis of the literature, three recommendations are made: (1) school systems should be encouraged to experiment with homogeneous grouping; (2) teachers should be encouraged to experiment with grouping students within the classroom; and (3) research on team-teaching should be done. The second part of this paper provides an annotated bibliography. Seventy-seven research reports related to ability grouping are annotated. For each report bibliographic information, a summary of the research methods, and a list of findings are provided. (SD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Stanford Univ., CA. Stanford Mathematics Education Study Group.
Note: Occasional marginal legibility; Best copy available