Teacher Tea
Rethinking Math Groups: Challenging Fixed Notions of Ability
In Edutopia, Annie Sussman and Marta Garcia highlight the importance of grouping practices in math classrooms, in terms of their impact on student learning and self-perception. In their article, “Using Student Reflections to Inform Your Small Groups,” they argue that traditional ability-based grouping, which often reinforces fixed notions of who can excel in math, contrasts with flexible grouping, which relies on the belief that all students have strengths and can contribute meaningfully. Flexible groupings adapt to students' changing needs and support the development of positive math identities through collaboration and the celebration of diverse competencies.
The authors share the story of Angelo, a third-grade teacher who used student reflections to reevaluate his grouping practices. After realizing that some students viewed teacher-supported groups negatively, he shifted to a more flexible structure where every student worked with him on a rotating basis. This approach reduced stigma and helped students see mistakes as learning opportunities. The moral of the story is: listening to student feedback allows teachers to create more supportive learning environments that build on students' strengths.
Student grouping practices significantly impact learning outcomes and equity; they can either reinforce existing disparities or create opportunities for all students to thrive. Effective grouping strategies will ideally encourage collaboration and promote a more inclusive classroom environment.
How do students define success in group work, and does their preferred grouping method align with their definition? And what factors influence students’ preferences for ability-based or flexible grouping?