Background: Ability grouping has resurged in U.S. schools despite long-standing debates over its consequences for educational equity. Proponents argue that it is the best response to variation in academic skills because it allows teachers to customize the content and pace of instruction to students' diverse needs. Critics answer that this practice…

Background/Context: Open-ended, or implicit, questioning has been described as central to reform teaching in mathematics. However, concerns about equity have caused some researchers to question whether this kind of teaching is productive for all children. Purpose: This study explores the role that implicit and explicit questions played in…