In Railside's detracked, Complex Instruction classrooms, students from diverse racial and ethnic backgrounds pursued higher-level math courses and greater interest over five years¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Boaler's Railside High School study, over five years students from diverse racial and ethnic backgrounds both pursued higher-level mathematics courses throughout high school and were more interested in the mathematics they were doing. → Na'ilah Suad Nasir 2008

Evidence¶

Na'ilah Suad Nasir 2008¶

Na'ilah Suad Nasir, Victoria Hand and Edd V. Taylor. (2008). Culture and Mathematics in School: Boundaries between "Cultural" and "Domain" Knowledge in the Mathematics Classroom and Beyond. Review of Research in Education, Vol. 32. https://doi.org/10.3102/0091732X07308962

q2 · i? · review · r2

The review describes Boaler's Railside study, where detracked math classrooms used Complex Instruction with groupworthy tasks under group accountability, producing "multidimensional mathematics classrooms that broaden what it means to be 'smart'." The five-year outcomes are reported as the study's finding; no effect sizes are printed.

"Importandy, this study found that in the course of 5 years, students from diverse racial and ethnic backgrounds not only pursued higher-level mathematics courses throughout high school but also were more interested in the mathematics they were doing"

Discussion¶

Related Claims¶

• Reform-driven mathematics classrooms were more successful at narrowing the achievement gap than classrooms focused on rote memorization and recall of procedures
• A practice-framework article reports, citing Boaler and Staples (2008), that students in heterogeneous mathematics classrooms learn more, enjoy mathematics more and reach higher understanding than in streamed settings — a broader claim this one bears on