Learning From Success: Finnish Prospective Mathematics Teachers’ Attitudes Toward Mixed- and Same-Performance-Group Classrooms

• In Event: Inside Charter Schools: Teachers and Performance Differences
  In Roundtable Session: International Perspectives on Tracking and Detracking

Abstract

Finland’s consistently high mathematics scores on the PISA have been attributed to many factors, including excellent teacher preparation and a strong cultural sense of equality. The latter factor is most directly seen in the detracking of mathematics classes in the mid 1980s. This study utilizes interview data collected from Finnish prospective teachers to understand how they understand and value mixed and same performance grouping of students. Interviewees were asked to describe the theoretical effects of tracking on students in Finland and compare the effects with current mixed performance group practices. Results showed a strong preference for tracked classes for high performing students and a strong dismissal of tracked classes for low performing students.

Author

• Benjamin Hedrick, Stanford University