The Effects of Math Flexible Small Groups on Student Achievement in Math PDF Download
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Author: Amanda Stine
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 17
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Book Description
The purpose of the study is to determine the effectiveness of math flexible small groups as an intervention to improve student proficiency on math MAP scores. The study looked at two groups of students' proficient scores on the MAP test from an urban elementary school in the Kansas City area. The first group of students did not have the intervention of math flexible small groups. The second group of students did have the intervention of math flexible small groups. Data was collected from the DESE website for Math MAP scores on third, fourth and fifth graders for the years 2009 and 2010. The findings were analyzed using A Statistical Program (ASP) software. A t-test was conducted to see if there was a significant difference in the test scores pre and post intervention. The results indicated that there was a significant difference between the two study groups. The intervention of math flexible small groups is an effective strategy to improve math achievement.
Author: Amanda Stine
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 17
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Book Description
The purpose of the study is to determine the effectiveness of math flexible small groups as an intervention to improve student proficiency on math MAP scores. The study looked at two groups of students' proficient scores on the MAP test from an urban elementary school in the Kansas City area. The first group of students did not have the intervention of math flexible small groups. The second group of students did have the intervention of math flexible small groups. Data was collected from the DESE website for Math MAP scores on third, fourth and fifth graders for the years 2009 and 2010. The findings were analyzed using A Statistical Program (ASP) software. A t-test was conducted to see if there was a significant difference in the test scores pre and post intervention. The results indicated that there was a significant difference between the two study groups. The intervention of math flexible small groups is an effective strategy to improve math achievement.
Author: Laney Sammons
Publisher: Teacher Created Materials
ISBN: 1642903760
Category : Mathematics
Languages : en
Pages : 378
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Book Description
This instructional math framework provides an environment for mathematics that fosters mathematical thinking and understanding while meeting the needs of all students. This updated math resource takes an innovative approach to mathematics instruction and uses the same teaching philosophies for guided reading. Educators will learn how to effectively utilize small-group and whole-group instruction, manipulatives, math warm-ups, and Math Workshop to engage K-12 students in connecting mathematics to their own lives. Maximize the impact of your instruction with ideas for using ongoing assessment and differentiation strategies. This 2nd edition guided math resource written by Laney Sammons provides practical guidance and sample lessons for grade level bands K-2, 3-5, 6-8, and 9-12. Promote a classroom environment of numeracy and mathematical discourse with this essential professional resource for K-12 math teachers!
Author: Carol Lynne Tieso
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 41
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Book Description
Author: Carol Lynne Tieso
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 326
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Book Description
Author: Diane Heacox
Publisher: Free Spirit Pub
ISBN: 9781575421186
Category : Education
Languages : en
Pages : 40
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Book Description
63 reproducible masters, ready to be customized and print for classroom use. A time-saving suplement to the book. Mac and Windows compatible. No site-license required.
Author: Melissa A. McGuire
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 169
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Book Description
The purpose of this study was to examine principals’ and teachers’ perceptions of flexible ability grouping when used for students with exceptional mathematical promise in third and fourth-grade mathematics classes. Flexible grouping allows educators to match students’ readiness levels with instruction and to apply proper content and pacing. This study extended previous research on grouping practices and investigated flexible grouping in relation to mathematics instruction, both within-class ability grouping and between- or cross-class ability grouping. The type of research design was an explanatory sequential mixed methods approach, combining quantitative survey and qualitative interview data. The survey used a Likert-type rating scale and contained 23 questions. Participants reflected a purposeful sampling method, and included 86 elementary educators, consisting of 77 teachers and nine principals from five suburban school districts in Pennsylvania. After survey completion, a small group of 10 participants engaged in one-on-one interviews. Interviewees included two principals and eight teachers. Principals and teachers provided information about perceived effects of flexible grouping for students with exceptional mathematical promise, advantages and disadvantages of this practice, and planning and implementation aspects needed for successful delivery. Principals’ and teachers’ perceptions revealed significant results, including the beneficial effects of flexible grouping on academic performance and social and emotional behaviors for students with exceptional mathematical promise. Survey and interview data indicated that the advantages of flexible grouping as an instructional practice for students with exceptional mathematical promise outweighed the disadvantages. Some of the main advantages that surfaced in this study included high levels of student engagement, opportunities for higher level thinking, faster pacing of curriculum, and student preferences for working with peers of similar readiness and ability levels. Finally, this study explored aspects of planning and implementation necessary for flexible grouping at the elementary level. Results of qualitative data collection also revealed a need for meaningful professional development and training as well as sufficient teacher planning time through professional learning communities or grade-level meetings. Flexible grouping in mathematics should be considered a valuable and effective tool in meeting the needs of students, especially students with exceptional mathematical promise.
Author: Jennifer Bay-Williams
Publisher: ASCD
ISBN: 1416627227
Category : Education
Languages : en
Pages : 206
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Book Description
This approach to teaching basic math facts, grounded in years of research, will transform students' learning of basic facts and help them become more confident, adept, and successful at math. Mastering the basic facts for addition, subtraction, multiplication, and division is an essential goal for all students. Most educators also agree that success at higher levels of math hinges on this fundamental skill. But what's the best way to get there? Are flash cards, drills, and timed tests the answer? If so, then why do students go into the upper elementary grades (and beyond) still counting on their fingers or experiencing math anxiety? What does research say about teaching basic math facts so they will stick? In Math Fact Fluency, experts Jennifer Bay-Williams and Gina Kling provide the answers to these questions—and so much more. This book offers everything a teacher needs to teach, assess, and communicate with parents about basic math fact instruction, including The five fundamentals of fact fluency, which provide a research-based framework for effective instruction in the basic facts. Strategies students can use to find facts that are not yet committed to memory. More than 40 easy-to-make, easy-to-use games that provide engaging fact practice. More than 20 assessment tools that provide useful data on fact fluency and mastery. Suggestions and strategies for collaborating with families to help their children master the basic math facts. Math Fact Fluency is an indispensable guide for any educator who needs to teach basic math facts.
Author: Susan Thompson Harman
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 262
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Book Description
Author: Juli K. Dixon
Publisher: Every Student Can Learn Mathem
ISBN: 9781947604049
Category : Education
Languages : en
Pages : 0
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Book Description
When done right, small-group instruction is a powerful tool for facilitating student understanding in K-5 mathematics. Throughout the book, best practices for small-group math instruction are addressed in detail, from planning tasks that encourage deep understanding to asking effective questions to engaging learners in meaningful conversations. Readers will learn how teaching mathematics in small groups allows you to differentiate instruction for both remediation and enrichment. The included small-group instruction videos demonstrate the suggested strategies in a real-classroom setting, giving readers the opportunity to see best practice in action. Develop math-specific instruction strategies for teaching small groups in elementary school: Explore the benefits of small-group math activities and how these activities are unique compared to large-group instruction. Discover the teacher's and students' roles in small-group instruction and how teachers can help students develop the skills to fulfill their role. Learn how to apply the general tasks, questions, and evidence (TQE) process to small-group instruction in order to enhance student learning and improve your knowledge of teaching mathematics. View examples of small-group instruction, which provide both math intervention and math enrichment activities for different students. Contents: Acknowledgments Table of Contents About the Authors Introduction Chapter 1: Best Practices in Small-Group Instruction Chapter 2: The TQE Process in Small-Group Instruction Chapter 3: Discourse in Small-Group Instruction Epilogue: How to Tie It All Together References Index
Author: Carol Ann Tomlinson
Publisher: ASCD
ISBN: 1416623337
Category : Education
Languages : en
Pages : 199
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Book Description
First published in 1995 as How to Differentiate Instruction in Mixed-Ability Classrooms, this new edition reflects evolving best practices, practitioners' experience, and Tomlinson's ongoing thinking about how to help all students access high-quality curriculum; engage in meaningful learning experiences; and feel safe and valued in their school. Written as a practical guide for teachers, this expanded 3rd edition of Carol Ann Tomlinson's groundbreaking work covers the fundamentals of differentiation and provides additional guidelines and new strategies for how to go about it. You'll learn What differentiation is and why it's essential How to set up the flexible and supportive learning environment that promotes success How to manage a differentiated classroom How to plan lessons differentiated by readiness, interest, and learning profile How to differentiate content, process, and products How to prepare students, parents, and yourself for the challenge of differentiation We differentiate instruction to honor the reality of the students we teach. They are energetic and outgoing. They are quiet and curious. They are confident and self-doubting. They are interested in a thousand things and deeply immersed in a particular topic. They are academically advanced and "kids in the middle" and struggling due to cognitive, emotional, economic, or sociological challenges. More of them than ever speak a different language at home. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms.
