Implementing small-group strategy instruction to increase students' conceptual understanding in mathematics
The research question addressed in this capstone was, How can strategy based, small-group mathematics instruction improve students' conceptual understanding? Literacy comprehension strategies were the inspiration for this capstone. With such success in Reader's workshop, the hope was to use the same strategies in a similar format for mathematics instruction. Could strategic readers use the same strategies to increase conceptual understanding in mathematics? Ideas from experts in the fields of literacy and mathematics instruction are brought together to bridge the instructional gap. The author merges best practices in reading and mathematics instruction to develop a cohesive Math Workshop in which to conduct small-group instruction over three units of study.
Eastling, Laura, "Implementing small-group strategy instruction to increase students' conceptual understanding in mathematics" (2011). School of Education Student Capstone Theses and Dissertations. 2409.
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