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Differences in Students' Mathematics Knowledge in Homogeneous and Heterogeneous Groups

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Title: Differences in Students' Mathematics Knowledge in Homogeneous and Heterogeneous Groups
Language: English
Authors: Cernilec, Boris (ORCID 0000-0003-2330-8123), Cotic, Mara (ORCID 0000-0002-4958-4858), Felda, Darjo (ORCID 0000-0002-8588-0654), Doz, Daniel (ORCID 0000-0002-6942-6937)
Source: European Journal of Science and Mathematics Education. 2023 11(1):15-32.
Availability: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Mathematics Instruction, Homogeneous Grouping, Heterogeneous Grouping, Grouping (Instructional Purposes), Grade 8, Elementary School Students, Teacher Behavior, Mathematics Achievement
ISSN: 2301-251X
Abstract: The question of grouping students into homogeneous and heterogeneous groups is not new, but it does not find an unambiguous answer in the literature, especially in mathematics. In this paper, we address the question of whether grouping students into homogeneous and heterogeneous groups in mathematics improves their knowledge. The quasi-experiment involved 126 8-grade (i.e., 13-14 years old) Slovenian primary school students, who were divided into two equal groups: the control group worked in homogeneous groups, and the experimental worked in heterogeneous groups. The results of the post-test show that the students from the experimental group had better results in mathematics, which indicates that heterogeneous groups should be preferred in mathematics. Lesson observations have identified differences in teacher behavior: educators working in homogeneous groups tend to give students with lower competencies tasks from lower taxonomic levels, and teachers favor abler groups. Such differences have not been observed among teachers working in heterogeneous groups. The implications for educators are also discussed.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1376840
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Differences in Students' Mathematics Knowledge in Homogeneous and Heterogeneous Groups
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  Data: <searchLink fieldCode="AR" term="%22Cernilec%2C+Boris%22">Cernilec, Boris</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2330-8123">0000-0003-2330-8123</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cotic%2C+Mara%22">Cotic, Mara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4958-4858">0000-0002-4958-4858</externalLink>)<br /><searchLink fieldCode="AR" term="%22Felda%2C+Darjo%22">Felda, Darjo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8588-0654">0000-0002-8588-0654</externalLink>)<br /><searchLink fieldCode="AR" term="%22Doz%2C+Daniel%22">Doz, Daniel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6942-6937">0000-0002-6942-6937</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Science+and+Mathematics+Education%22"><i>European Journal of Science and Mathematics Education</i></searchLink>. 2023 11(1):15-32.
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  Data: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Homogeneous+Grouping%22">Homogeneous Grouping</searchLink><br /><searchLink fieldCode="DE" term="%22Heterogeneous+Grouping%22">Heterogeneous Grouping</searchLink><br /><searchLink fieldCode="DE" term="%22Grouping+%28Instructional+Purposes%29%22">Grouping (Instructional Purposes)</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink>
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  Data: The question of grouping students into homogeneous and heterogeneous groups is not new, but it does not find an unambiguous answer in the literature, especially in mathematics. In this paper, we address the question of whether grouping students into homogeneous and heterogeneous groups in mathematics improves their knowledge. The quasi-experiment involved 126 8-grade (i.e., 13-14 years old) Slovenian primary school students, who were divided into two equal groups: the control group worked in homogeneous groups, and the experimental worked in heterogeneous groups. The results of the post-test show that the students from the experimental group had better results in mathematics, which indicates that heterogeneous groups should be preferred in mathematics. Lesson observations have identified differences in teacher behavior: educators working in homogeneous groups tend to give students with lower competencies tasks from lower taxonomic levels, and teachers favor abler groups. Such differences have not been observed among teachers working in heterogeneous groups. The implications for educators are also discussed.
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  Data: EJ1376840
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 15
    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Homogeneous Grouping
        Type: general
      – SubjectFull: Heterogeneous Grouping
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      – SubjectFull: Grouping (Instructional Purposes)
        Type: general
      – SubjectFull: Grade 8
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Teacher Behavior
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      – SubjectFull: Mathematics Achievement
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      – TitleFull: Differences in Students' Mathematics Knowledge in Homogeneous and Heterogeneous Groups
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