How a balanced mathematical approach of whole group and small group settings, with a focus on math talk, better addresses differentiation
The research question addressed in this project was, How does a balanced mathematics approach of whole group and small group settings, with a focus on math talk, better address the ability to differentiate mathematics instruction in a second grade classroom? It documents one teacher's use of a balanced model of instruction throughout a second grade math unit on double digit addition. It integrated differentiation through the use of Cognitively Guided Instruction and student discourse through both whole class and small group settings. The author documents and describes both the successes and struggles in implementing the unit and concludes that: 1) differentiation is a valuable strategy to use in the classroom to boost achievement for learners 2) struggling learners and special education students showed that they can construct their own understandings in math if working at their level 3) The highest learners benefited by extending their thinking.
Gaarder, Samantha, "How a balanced mathematical approach of whole group and small group settings, with a focus on math talk, better addresses differentiation" (2014). School of Education Student Capstones and Dissertations. 2549.
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