Abstract
The effects of two models of active teaching and active learning on the mathematics achievement of 1,736fourth-, fifth-, and sixth-grade students in 81 classrooms in which teachers used within-grade regrouping were compared: a whole-class model that provided for student diversity through ad hoc remediation and enrichment on a daily basis with small groups (referred to as whole-class ad hoc teaching) and a two-group model that accommodated diversity through fixed within-class ability groups. Nine schools from a midwestern district were matched and randomly assigned to treatment conditions. Treatment teachers received three 90-minute workshops on an active teaching and active learning model consisting of 16 key instructional behaviors. Dependent variables consisted of computation, concepts, problem-solving, and mental mathematics measures. Results showed that students in whole-class ad hoc classes scored significantly higher in mathematics computation than control-group students taught using within-class ability grouping. Observational data explaining these differential effects are presented and discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
