Tell Me With Whom You're Learning and I'll Tell You How Much You've Learned: Mixed-Ability Versus Same-Ability Grouping in Mathematics

  • In heterogeneous classroom instruction the differences in achievement are explained mainly by the initial differences.
  • The average scores of intermediate -and low-level students in the same-ability grouping system were significantly lower than those in the mixed-ability system on both versions.
  • The attitudes of project teachers with more seniority were more positive toward student learning in a heterogeneous class than the attitudes of new project teachers.
  • The professional training for teachers is essential for the successful implementation of teaching in heterogeneous (mathematics) classes.
  • An increase in the gap, due to learning in the tracking system emanates mainly from the loss in the weaker student’s achievement instead of from the stronger students’ gains.
  • It is possible for students of all ability levels to learn mathematics effectively in a heterogeneous class, to the satisfaction of the teacher.