Publication Date

1967

Document Type

Dissertation/Thesis

First Advisor

Nelson, Robert H.||Abrams, Peter D.

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

Department of Education

LCSH

Mathematics--Study and teaching (Elementary)

Abstract

Introduction: The ultimate goal of developing youngsters for a society that will be dependent upon them is the most challenging responsibility of any civilization. Because of the immensity and importance of the problem, our civilization in order to continue has devised countless methods of reaching this ultimate goal through the medium of education. While some of these methods and philosophies are similar, others are contradictory to one another. In particular, the one problem that has undergone a barrage of studies, opinions and practices is that of grouping. Statement of the Problem It was the purpose of the study to determine whether the achievement of students grouped homogeneously in mathematics over a four-year period or the achievement of students grouped heterogeneously was significantly different to warrant the use of one method as superior to the other. The mathematics achievement of the students observed in both groups was correlated with the students' Intelligence Quotient (IQ) scores. Significance of the Study The problem of grouping in its relationship with educational excellence is restricted to no particular school district or area of education. However, in any relationship certain factors must be assumed. The primary assumption is that the individual is the one deriving all benefits from education, and hence, all concern should be directed to him and for him. If this assumption is basic, the assumption that all other factors in the classroom being complementary to the development of the individual, must be accepted. One of the most important of these factors is the organizational structure of the classroom.

Comments

Includes bibliographical references.

Extent

iv, 54 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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