Prospective Elementary Teachers' Experiences with and Perspectives on Grouping by Ability in Mathematics

Autor/inn/en	Webel, Corey; Dwiggins, Amy D.
Titel	Prospective Elementary Teachers' Experiences with and Perspectives on Grouping by Ability in Mathematics
Quelle	In: Mathematics Teacher Education and Development, 21 (2019) 2, S.4-23 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teachers; Mathematics Instruction; Student Attitudes; Ability Grouping; Teacher Education Programs; Educational Experience; Memory; Mathematics Anxiety; Elementary School Teachers; Track System (Education); Equal Education; Observation; Individualized Instruction; Reflection + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Schülerverhalten; Homogene Gruppierung; Niveaugruppierung; Streaming; Bildungserfahrung; Gedächtnis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leistungsgruppe; Leistungsdifferenzierung; Beobachtung; Individualisierender Unterricht
Abstract	Within-class ability grouping (WCAG) is widely used in elementary mathematics instruction in the United States, yet it has drawn criticism on the grounds that it can inequitably limit the learning opportunities of some students, not least because of its connection to between-class ability grouping (BCAG) that is more common in middle or secondary schooling. Meanwhile, some high achieving countries use relatively little ability grouping in elementary school in comparison to the United States. In this paper, we draw on qualitative data from a series of assignments in four sections of an elementary mathematics methods course in the beginning teacher education programme at a United States university. These assignments were designed to explore the potential of using preservice teachers' (PSTs') memories of and experiences with ability grouping in their own schooling to support critical reflection about the possible negative consequences of within-class ability grouping practices. We found that while many PSTs reported negative personal experiences with ability grouping in mathematics, they often remained uncritical when reflecting on the use of ability grouping in the elementary classes they visited as part of their teacher education programme. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01