Maed 5040-5070-study of studies presentation

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Maed 5040-5070-study of studies presentation

  1. 1. The Advantages of Heterogeneous Grouping in the Middle/High School Mathematics Classroom, Concerning Special Needs Students Cornell BrownCornell Brown MAED 5040-5070 ADVANCED METHODS  10/30/10
  2. 2. RELEVANCE The problem identified here is that homogenous grouping (tracking) in a mathematics classroom does not allow diversity in regards to student ability. Heterogeneous Grouping are groups that include students with a wide variety of instructional levels. Heterogeneous Grouping stem from the education precept that a positive interdependence can arise from students with varied learning levels working together and helping each other to reach an instructional goal.
  3. 3. NEW INSIGHTS (Article 10) Cognitive tech tools can be a unique aspect to special needs students. These tools can provide a variety of learning support for special needs students in math class. The use of graphs, tables, simulations, and applets will allow students to think and reason about rates of change, linear functions, and balancing equations.
  4. 4. CURRENT RESEARCH OR THEORIES (Article 1) A quasi-experimental cohort design (heterogeneous suburban middle school classrooms) was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed that probability of completion of advanced math courses increased significantly and markedly in all groups, including minority students, students of low socioeconomic status, and students at all initial achievement levels (Burris, C. C., Heubert J. P., Levin, H. M., 2006).
  5. 5. CURRENT RESEARCH OR THEORIES (Article 5) Low-achieving, low-income students are typically tracked into dead-end math courses in high school. Math A in California and Stretch Regents and UCSMP Math in New York—allow students to keep pace with those who enter college- preparatory courses by covering rigorous mathematical content using a range of cognitive strategies. Data from 882 students in 48 math classes are analyzed using a three-level hierarchical linear model. The results show that growth in student achievement is significantly lower in general- track classes than in college-preparatory classes (Gamoran A., Porter A. C., Smithson, J., White, P. A., 1997).
  6. 6. CURRENT RESEARCH OR THEORIES (Article 10) Opportunities to work with student partners encourage mathematical discourse (Suh, 2010). As Kaput (1992) noted, the impact of technological tools in mathematics learning and teaching is the ability to off-load some routine task, in this case, creating a line graph from scratch, which provided learning efficiency in terms of compacting and enriching experiences..
  7. 7. RELATIONSHIP TO BEST PRACTICES “Heterogeneous classrooms provide greater learning opportunities for low-ability students, without being detrimental to high-ability students” (Spear, 1992). Heterogeneous grouping practices allow for “varied, broad peer interactions to allow students to socialize with, model, and adjust to a variety of peer influences” (Spear 1992).
  8. 8. IMPACT ON MY INSTRUCTION The real world is integrated and not segregated. It is vital that I implement differentiated instruction based on the mathematical learning needs of the special needs students. I plan to become an advocate for heterogeneous grouping in the math classroom. Use technology and “cognitive tech tools” as a bridge that will help increase and improve achievement in math for special needs students. Use 21st Century Skills in instruction.
  9. 9. THIS IS THE FUTURE OF MATHEMATICS!!
  10. 10. BIBLIOGRAPHY Burris, C. C., Heubert J. P., Levin, H. M. (2006). AcceleratingBurris, C. C., Heubert J. P., Levin, H. M. (2006). Accelerating MathematicsMathematics Achievement Using HeterogeneousAchievement Using Heterogeneous Grouping. American Educational Research Journal.Grouping. American Educational Research Journal. vol. 43vol. 43 no. 1no. 1 137-154137-154 Gamoran A., Porter A. C., Smithson, J., White, P. A. (1997).Gamoran A., Porter A. C., Smithson, J., White, P. A. (1997). Upgrading High School Mathematics Instruction:Upgrading High School Mathematics Instruction: Improving Learning Opportunities for Low-Achieving, Low-Improving Learning Opportunities for Low-Achieving, Low- Income Youth.Income Youth. Educational Evaluation and Policy Analysis,Educational Evaluation and Policy Analysis, 1919(4), 325-338.(4), 325-338. Kaput, James (1992). “Technology and MathematicsKaput, James (1992). “Technology and Mathematics Education.” In Handbook of Research on MathematicsEducation.” In Handbook of Research on Mathematics Teaching and Learn-ing, edited by Douglas A. Grouws, pp.Teaching and Learn-ing, edited by Douglas A. Grouws, pp. 515−56. Reston, VA: National Council of Teachers of515−56. Reston, VA: National Council of Teachers of Mathematics.Mathematics.
  11. 11. BIBLIOGRAPHY Spear, R. (1992). Appropriate grouping practicesSpear, R. (1992). Appropriate grouping practices for middle level students. In J Irvin (Ed.),for middle level students. In J Irvin (Ed.), Transforming Middle Level Education:Transforming Middle Level Education: Perspectives and PossibilitiesPerspectives and Possibilities. Needham. Needham Heights, MA: Allyn and Bacon. Stevenson, C.Heights, MA: Allyn and Bacon. Stevenson, C. (1992).(1992). Suh, J.M. (2010). Tech-Knowledgy & DiverseSuh, J.M. (2010). Tech-Knowledgy & Diverse LearnersLearners.. Mathematics Teaching in theMathematics Teaching in the MiddleMiddle SchoolSchool, 15(8), 440-447. (ERIC Document, 15(8), 440-447. (ERIC Document Reproduction Service No. EJ878928).Reproduction Service No. EJ878928).

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