Date of Award
5-2014
Document Type
Thesis
Department
Mathematics
First Advisor
Glen Richgels
Second Advisor
Todd Frauenholtz
Third Advisor
Craig Rypkema
Abstract
This paper is a review of research pertaining to the issue of tracking in middle and high school mathematics. More focus is given to middle school because this is usually where tracking begins in mathematics. It supports research on the rationale behind detracking our schools and moving towards heterogeneous classrooms. Research behind the psychological effects of tracking is also provided, along with how tracking can segregate our school systems. There is a variety of research on the effect of tracking in mathematics. One of the most prevalent issues is how tracking is detrimental to the low tracked students. It not only affects their academic scores, but also their perception about themselves compared to their peers that are on a higher track. Likewise, research shows that detracking can slightly improve high achieving students that were in high tracked classes. Tracking has been at the center of debates in today’s education and this paper will show the positive and negative effects that it can have on our students and communities.
Recommended Citation
Geisler, Alexis, "Tracking in Middle School Mathematics" (2014). Mathematics Graduate Theses. 11.
https://pines.bemidjistate.edu/thesis-math/11
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Gifted Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Mathematics Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons
