Term
Fall 2019
Capstone
Thesis
Degree Name
MAT
Primary Advisor/Dissertation Chair
Andreas Schramm
Secondary Advisor/Reader One
Trang M. Nguyen
Peer-Reviewer/Reader Two
Arielle Eum
Abstract
This research is about finding an appropriate grouping method in a classroom to improve students’ mathematical achievement in a small urban public charter school. It is looking for an answer to the question: Can an inquiry-based discourse taught using an ability-grouping method affect 8th grade students’ mathematical achievement as evidenced quantitatively through numerical self- surveys and scored standardized testing?
Each year, a school will have a different demographic with each student’s own unique math abilities. Thus, we need a solution to best and flexibly group students to adapt to each student’s math abilities based on the unique classroom environment. The current study compares a mixed- group 7th grade class and an ability-group 8th grade class using the Minnesota state standard test MCA Math test and numerical satisfaction self-surveys for quantitative data. Results show that there is not only one perfect choice; every situation is unique and requires a different type of grouping to best benefit the students.
Research Methodology
Case Study
Keywords
Mathematics, Class Grouping Methods
Recommended Citation
Oh, Hyangmee, "How Different Grouping Methods Can Improve Students’ Mathematical Achievement in an Appropriate Setting" (2019). School of Education and Leadership Student Capstone Theses and Dissertations. 4474.
https://digitalcommons.hamline.edu/hse_all/4474
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations