Date of Award
12-2012
Document Type
Thesis
Department
Mathematics
First Advisor
Glen Richgels
Second Advisor
Derek Webb
Third Advisor
Randy Westhoff
Abstract
This paper evaluates current research on the effect of grouping students of comparable abilities, a process known as tracking, in a secondary mathematics classroom. The research explores questions regarding the advantages and the disadvantages of tracking students by ability; the manner in which tracking affects the achievement of students in homogeneous and heterogeneous settings, and the ways tracking affects the achievement gap. In addition, this paper answers the question of how tracking affects students’ self- concept and self-esteem. Lastly, it examines changes in teacher attitude with respect to each track level and the impact of ability grouping on classroom structure and the curriculum being taught. The results show that tracking has a negative effect on achievement for lower ability students and has produced no significant achievement advantage for higher ability students. Consequently, tracking has effectively increased the achievement gap. In addition, the research has demonstrated that students in the lower track have lower self-esteem but no demonstrable change in self-concept. Lastly, the research shows that teachers of the lower tracked students had lower expectations for their students and had a disparaging attitude towards the lower track.
Recommended Citation
Seyfried, Nicole, "Effects of Tracking Students in a Secondary Mathematics Classroom" (2012). Mathematics Graduate Theses. 29.
https://pines.bemidjistate.edu/thesis-math/29
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Elementary and Middle and Secondary Education Administration Commons, Mathematics Commons, Science and Mathematics Education Commons
