B.S.Ed. (Bachelor of Science in Education)
Department of Special and Early Education
This research project discusses the issue of tracking, or ability grouping, in the education system. Using this type of system, students are grouped into low, medium,and high ability groups in all or at least several of their subjects in school. This type of grouping is the most commonly used instructional method to facilitate for students' differences. However, educational literature and research shows that although students have differences in abilities and learning styles, tracking is not the most effective, efficient, or equitable way of accommodating for these differences. Hence, this research project not only discusses the evidence for and against tracking, but it also discusses ways to effectively reach all students without homogeneous ability grouping. The other section of this project discusses how to apply these ideas of heterogeneous grouping in a middle school mathematics classroom. Since middle school is an extremely critical time academically and socially for many students, it is imperative to use the most effective instructional strategies to reach them. Thus, the restructuring of the middle school mathematics classroom into an active, group building environment is necessary.
Patton, Jennifer E., "To track or not to track : refining middle school mathematics" (1994). Honors Capstones. 1325.
Northern Illinois University
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