Ability Grouping: Is it better for mathematics classroom?

Authors

  • Binita Kharel Teaching Assistant of Butwal Multiple Campus, Rupandehi, Nepal

DOI:

https://doi.org/10.3126/ajme.v4i1.45584

Keywords:

Ability grouping, homogeneous grouping, heterogeneous grouping, cross-year subject grouping, between-class ability groupings

Abstract

This article concerns on ability grouping and mathematics classroom which is one of the most contentious issues in the present scenario. The purpose of the paper is to present argues on ability grouping in mathematics classroom in the context of Nepal. To address the mentioned purpose the author used the systematic literature review approach. Author presented different arguments and evidences based on different journal articles, books, essays dissertations and own teaching experiences. Presented arguments concluded that mathematics class without ability grouping instruction is positively impact on the academic performance of the students. It is hoped that the article assist to change the attitude of the concerned people toward ability grouping in mathematics classroom. The findings of this article would be useful implications for mathematics teacher students, as well as it opens the door to start a discourse on the ability grouping in mathematics classroom.

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Author Biography

Binita Kharel, Teaching Assistant of Butwal Multiple Campus, Rupandehi, Nepal

Binita Kharel is a teaching assistant of Butwal Multiple Campus, Rupandehi. She is interested in conducting research in mathematics education. She has published different journal articles on reputed journal. She is M. Phil. scholar in mathematics education at Nepal Open University. Currently, she is conducting a research of M. Phil. on problems faced by students in learning calculus

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Published

2021-12-31

How to Cite

Kharel, B. (2021). Ability Grouping: Is it better for mathematics classroom?. Academic Journal of Mathematics Education, 4(1), 7–12. https://doi.org/10.3126/ajme.v4i1.45584

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Section

Articles