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The Effects of Grouping and Curricular Practices on Intermediate Students' Math Achievement
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Tieso, Carol L. – National Research Center on the Gifted and Talented, 2002
Researchers are aware that grouping students by prior knowledge may result in moderate gains in intermediate grade students' mathematics achievement. Despite this research, many teachers continue to teach the way they were taught: one curriculum for all students regardless of students' readiness. Additionally, researchers have raised concerns…
Descriptors: Context Effect, Grouping (Instructional Purposes), Curriculum Development, Intermediate Grades