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ERIC Number: EJ743347
Record Type: Journal
Publication Date: 2006-Mar
Pages: 4
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: ISSN-0025-5785
Group and Individual Work
Williamson, Victoria
Mathematics Teaching Incorporating Micromath, n195 p42-45 Mar 2006
In this article, the author compares how her pupils responded to the same task when working individually and in small groups. She wants to look at communication and the effect that increasing the opportunities for collaborative group work has had on the quality of her pupils' understanding. She became concerned that the 23 "Level D" children (age 11-12) in the class were not getting enough opportunity to discuss the mathematical processes and their own reasoning with their peers during maths lessons. Lessons tended to be carried out on a teacher-class interaction basis with children working individually with a final feedback session. While all children were encouraged to contribute to these feedback sessions, she felt that collaboration and sharing of ideas during the initial stages of solving problems, rather than at the end, would prove beneficial to the pupils' understanding. This investigation has shown her that increasing the pupils' levels of motivation by allowing them to communicate their reasoning and ideas in mixed ability groups is a means to solving these problems in itself, rather than a factor which contributes to these problems. (Contains 1 figure.)
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: admin@atm.org.uk; Web site: http://www.atm.org.uk/mt/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A