The Potential of Small-Group Mathematics Instruction in Grades Four Through Six

Abstract

To prepare students to live in the twenty-first century, educators must move away from a computation-dominated curriculum, in which students learn isolated procedures by rote, to a curriculum that stresses problem solving, understanding, and applications. More effective mathematics instruction for all students is needed to address racial inequities and to maintain the leadership role of the United States in the modern world. Small-group instruction is suitable for a problem-solving-oriented curriculum that stresses understanding. When students participate in small groups, they can work together to solve more difficult problems. In small groups, the opportunity to express ideas in words helps students improve their understanding of mathematical concepts. Cooperative learning is a procedure in which each of the students in a small group is rewarded when all of the members of the group accomplish something. There is evidence that cooperative learning in small heterogeneous groups has great potential for raising achievement of all students on higher-level skills and for reducing inequities. Implementing cooperative learning is a significant change that requires extensive staff development, leadership by the principal, and "ownership" by the teachers.