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More than two years ago we reported in the Mathematics Teacher on the progress of an experiment which was then going into its fifth year at the University of Illinois. At the time of the writing of that article, the future policy of the Department of Mathematics in regard to sectioning on the basis of previous grades in mathematics had not yet been determined. Many questions came to us as to the policy adopted and for that reason a more complete report was deemed advisable. No resume of the procedure can be given here as the report in the November, 1931 Mathematics Teacher, gave considerable detail. The results and conclusions are based on four years' work with sixty-six sections of analytic geometry under fifty-five instructors, only eleven instructors repeating in the analytics sections in the four years. Complete statistical data are given for more than fourteen hundred students with incomplete data on two hundred others. The policy of classification as adopted two years ago is now in force, so that the period of time during which such sectioning has been used is seven years.

This study seeks to explain how a modified Constructivist Learning Environment Survey (CLES) was implemented together with talanoa to explore Fijian students' perceptions of a constructivist learning environment in the science classroom in New Zealand secondary schools. The modified CLES, called CLES-FS, was developed explicitly for Fijian students in the New Zealand secondary schooling context. The adapted CLES-FS instrument included five components of constructivist learning: relationship and identity, familiar context, talanoa, critical voice and shared control. The inclusion of talanoa within the CLES-survey tool has not been done before to collect data from iTaukei (Indigenous) and Fijian-Indian students. The implication of using talanoa alongside CLES-FS has provided the unfolding of possibilities when weaving together qualitative as well as quantitative data. As an emerging Pacific researcher, the exploration exercise is essential learning that helps make sense of what it means to engage in research, particularly within the post-Covid context.

Beginning in the second semester, February, 1927, and Continuing through four years, the mathematics department of the University of Illinois undertook a study of the effects of classification of students according to their mathematical ability. Several other departments have been interested in the same general problem, but the experiment in mathematics has been more extensive than has any other. It has involved a large number of students and a correspondingly large number of instructors. The experiment has also been extended over a much longer period of time than is usual.

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