Investigating Approaches to Bridging Student Knowledge Gaps in Mixed-Ability Mathematics Classrooms

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Supporting Student Self-Efficacy in Mathematics Education (Table 9)

Abstract

Current literature indicates several potential benefits and challenges within mixed-ability classrooms, inclusive of detracked mathematics classrooms. This research project considers the perspectives of secondary school mathematics teachers catering to the wider range of abilities within detracked classrooms. The purposes of this project were to examine how teachers perceive students’ gaps in math knowledge, as well as their strategies and tasks to navigate their mixed-ability classrooms. Participants for this study included teachers from a total of 16 schools. There were semi-structured interviews conducted with a total of 11 participants. Our findings suggest that grade 9 mathematics teachers in detracked classrooms have put great effort into designing unique student tasks, supporting the construction of student mathematics knowledge, and facilitating mathematics communication.

Authors

• Douglas E. McDougall, University of Toronto - OISE

• Sofia Ferreyro Mazieres, Wilfrid Laurier University

• Olivia Lu, University of Toronto

• Zian Zhang, University of Toronto - OISE