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‘We’ve still got to learn!’ Students’ perspectives on ability grouping and mathematics achievement

Boaler, Jo; Wiliam, Dylan; (2001) ‘We’ve still got to learn!’ Students’ perspectives on ability grouping and mathematics achievement. In: Gates, Peter, (ed.) Issues in Mathematics Teaching. (pp. 77-92). Routledge: Taylor & Francis Group: London, UK. Green open access

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Abstract

In the UK, there is a long tradition of grouping students by ‘ability’, particularly in mathematics. This practice is founded upon a widespread and deeply held belief that ability grouping raises attainment. However, the research that has been conducted on the relationship between ability grouping and achievement suggests that this is not the case.

Type: Book chapter
Title: ‘We’ve still got to learn!’ Students’ perspectives on ability grouping and mathematics achievement
ISBN: 0-415-23864-1
ISBN-13: 9780415238656
Open access status: An open access version is available from UCL Discovery
Additional information: This version is the author-accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/1507177
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