Most Mathematics Classrooms Contain Wide-Ranging Achievement Levels

Autor/inn/en	Pedersen, Blaine; Makel, Matthew C.; Rambo-Hernandez, Karen E.; Peters, Scott J.; Plucker, Jonathan
Titel	Most Mathematics Classrooms Contain Wide-Ranging Achievement Levels
Quelle	In: Gifted Child Quarterly, 67 (2023) 3, S.220-234 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pedersen, Blaine) ORCID (Makel, Matthew C.) ORCID (Rambo-Hernandez, Karen E.) ORCID (Peters, Scott J.) ORCID (Plucker, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/00169862231166074
Schlagwörter	Mathematics Instruction; Mathematics Achievement; Benchmarking; Prior Learning; Grade 4; Grade 8; Achievement Tests; Foreign Countries; Elementary Secondary Education; International Assessment; Mathematics Tests; Acceleration (Education); Sociocultural Patterns; Learning Theories; Ability Grouping; Teaching Methods; Decision Making; Learning Experience; Educational Needs; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorkenntnisse; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Acceleration; Beschleunigung; Soziokulturelle Theorie; Learning theory; Lerntheorie; Homogene Gruppierung; Niveaugruppierung; Streaming; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Lernerfahrung; Educational need; Bildungsbedarf
Abstract	School-based learning experiences are often designed with the "typical" student in mind. However, this may not be an optimal approach, given the variability of prior learning that exists in most classrooms. We investigated the variance in achievement within U.S. fourth- and eighth-grade mathematics classrooms using Trends in International Mathematics and Science Study (TIMSS), an international assessment that uses representative samples within participating countries and has pre-established benchmarks. Approximately 23% of students in a typical Grade 4 classroom were found to score at or below the low benchmark, whereas 14% met or exceeded the advanced benchmark; these numbers are 35% and 14% for Grade 8 classrooms. That is, nearly 38% and 49% of students in the typical Grade 4 and 8 classroom, respectively, may require instruction substantially different from typical "grade-level" instruction to allow them to work within their zone of proximal development for mathematics. Furthermore, approximately 69% of Grade 4 and 35% of Grade 8 classrooms included students across all four benchmarks. Finally, about 68% and 37% of the variance lay within classrooms at each grade level, respectively. These results provide evidence that one-size-fits-all age-based approaches to instruction are unlikely to provide effectively targeted learning experiences for all students. Instead, a variety of services, such as flexible ability grouping or acceleration, may provide more relevant instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01