Linchevski, L',

1
Class Presentation by Melina Day based
on Mixed-Ability Versus Same-Ability Grouping in
Mathematics
Linchevski, L., Kutscher, B. (2002).
Mixed-ability versus same-ability grouping
in mathematics. In Sowder, J. Schappelle, B.
(Eds.), Lessons learned from research (pp.
63-67). Reston, VA National Council of
Teachers of Mathematics.
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PREVIOUS RESEARCH

• Cahan Linchevski
• 1996

Who Were the Researchers?

• What are the effects of
• tracking in mathematics in
• junior high schools?

Question to be Answered?
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PREVIOUS RESEARCH

• taught with same-ability classes
• (homogeneous)

What Kind of Design?

• increases the gaps among high
• level students and low to middle
• level students

What Were the Results?
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STUDY 1
Who Were the Researchers?

• Kutscher Linchevski

• Is the gap different between
• mixed-ability than it was for
• the same-ability?

Question to be Answered?
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STUDY 1

• taught with mixed-ability
• grouping (heterogeneous)

What Kind of Design?
Schools 7th Grade 8th Grade
12 schools
4 schools

• comparing among schools
• mixed-ability did not widen the
• gap between better and weaker
• students

What Were the Results?
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STUDY 2
Who Were the Researchers?

• Kutscher Linchevski

• What system leads to greater
• achievement for the better
• students, the intermediate
• students, and the weaker
• students?
• heterogeneous (mixed-ability)
• OR homogenous (same-ability)

Question to be Answered?
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STUDY 2

• taught with mixed-ability
• grouping (heterogeneous)
• same-ability (homogeneous)

What Kind of Design?
Random Mixed-Ability Classes A B C D
stay mixed
stay mixed
low level
high level
medium level
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STUDY 2

• comparing among classes within
• the same school

What Were the Results?
mixed ability
same ability
vs.
did not hurt their achievement
low medium level
high ability
significant achievement gains
loss was not a significant difference
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Conclusion
Studies found
students of all ability levels can learn
mathematics effectively in heterogeneous
(mixed-ability) classes