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.

Linchevski, Liora; Kutscher, Bilha

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Peer reviewed

ERIC Number: EJ582576

Record Type: CIJE

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0021-8251

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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.

Linchevski, Liora; Kutscher, Bilha

Journal for Research in Mathematics Education, v29 n5 p533-54 Nov 1998

Reports on three studies that investigate the effects of teaching mathematics in a mixed-ability setting on student achievement and teacher attitudes. Concludes that students' achievements need not be compromised in a heterogeneous setting. Participation in the project workshops also had a positive effect on teachers' attitudes toward teaching mixed-ability mathematics classes. Contains 48 references. (Author/ASK)

Descriptors: Cooperative Learning, Elementary Secondary Education, Equal Education, Grouping (Instructional Purposes), Heterogeneous Grouping, Homogeneous Grouping, Mathematics Achievement, Mathematics Instruction, Teacher Attitudes

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A