Purpose
Mathematics education is a gateway to careers in science, technology, engineering and mathematics (STEM), which are essential for sustainable development. The purpose of this study is to analyze existing literature to determine whether ability grouping in mathematics education functions as a driving or restraining force in achieving inclusion, equity and quality education in alignment with Sustainable Development Goal 4 (SDG4).
Design/methodology/approach
A systematic literature review of ability grouping in Grades K–8 (Years 1–9) was conducted. Lewin’s Force Field Analysis was used to systematically evaluate conflicting research findings and determine whether ability grouping advances or hinders SDG4 objectives.
Findings
The findings of this study suggest ability grouping restrains SDG4 progress. While its impact on academic achievement remains debated, concerns persist over placement bias and negative effects on students’ self-concept and growth mindset. To fully align with SDG4’s holistic vision, schools must ensure that student grouping practices positively support each of the SDG4 components: inclusion, equity and quality.
Originality/value
This study offers new insights by applying Force Field Analysis to synthesize conflicting research, providing a structured approach for evaluating the impact of ability grouping on SDG4.