Show simple item record

dc.contributor.authorBlommel, Monica
dc.date.accessioned2021-08-20T00:05:42Z
dc.date.available2021-08-20T00:05:42Z
dc.date.issued2021-07-20
dc.identifier.urihttp://hdl.handle.net/20.500.11803/1505
dc.description.abstractSome 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.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectAction researchen_US
dc.subjectMathematicsen_US
dc.subjectSmall groupen_US
dc.subjectFirst gradeen_US
dc.subjectAbility groupingen_US
dc.subjectCOVID-19en_US
dc.titleThe Effects of Ability Grouping in a First Grade Math Classen_US
dc.typeAction Researchen_US
thesis.degree.disciplineElementary Educationen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolSchool of Education and Leadershipen_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


Files in this item

PDF

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivs 3.0 United States