HomeMy WebLinkAboutPolicy Analysis and Recommendations Upper PYP Math Instruction presentation 12-04-17Policy Analysis and
Recommendations Related to
Upper PYP Mathematics
Instruction
DR. MECHELLE BRYSON
BOARD OF TRUSTEES
DECEMBER 4, 2017
The Research on Tracking
“For several decades, researchers have
documented the effects of tracking students into
segregated classrooms according to perceived
ability or achievement. Whether known as tracking,
sorting, streaming, or ability grouping, an expansive
body of literature conclusively shows tracking has
been harmful, inequitable, and an unsupportable
practice” (Mathis, 2013).
The Academy’s Findings
The Academy’s administrative team approached this
investigation with an open mind and actively challenged
long held beliefs regarding tracking. Through the
evaluation of peer reviewed research and educational
experts in the field combined with extensive
conversations with stakeholders, the administrative team
determined ability grouping does not align with a
transdisciplinary approach to education nor does it
produce long term benefits for students.
Recommendations
The Academy believes that the “best practice” in the upper
PYP math instruction is to utilize flexible groupings within the
class to group students based upon the strand of mathematics
under investigation or the PYP transdisciplinary themes.
Flexible grouping will be utilized on Tuesdays and Thursdays
from 8:15am -9:30am (push-in and pull-out approach).
From 11/27 through 12/8, the mathematics specialist will team
teach with classroom teachers to build relationships and to
measure the math abilities of learners.