The Effects of Ability Grouping in a First Grade Math Class

Abstract

Some first-grade students are struggling to maintain a learning pace equivalent to other first-graders during mathematics instruction. In this classroom action research study, ability grouping is used in an attempt to improve students’ performance in first-grade math. The goal was to create an inclusive learning environment where each student’s individual learning needs could be met. The participants included nine students from a general education first-grade class at a public elementary school in Washington state. Students were given a written pre-assessment to determine baseline data and the same written test as a post-assessment. The research showed that small group interventions helped to improve all students’ performance in first-grade mathematics.