Meeting mathematical needs in the middle grades

Abstract

I have always thought that the idea of individualized instruction was a good one but its problems have also always seemed overwhelming. I have been teaching long enough to know that the best teachers are not those who are hassled by innumerable details. I also know how hard it is to keep detailed records of what each student does during each class. I have found that the main drawback of most individualized programs is that they necessitate records impossible to keep, encourage martyrdom, and keep teachers so busy managing that there is no time left for planning good lessions. I am increasingly aware that for some children there are many advantages within the traditional classroom structure and that individualized programs make little or no provision for class or group instruction. I wanted to find an organizational plan for individualizing mathematics instruction that could integrate both styles and still be simple and functional. There are many possibilities but this is the one that worked for me.