There are many
reasons for using a variety of grouping patterns in mathematics.
Groupings are used in the heterogeneous classrooms to accomplish different
instructional goals such as discovery, discourse, communication, and practice.
These grouping patterns are not to be confused with ability grouping!
Instead, groupings should be heterogeneous (mixed) in ability so that all
students experience good thinking and reasoning. These instructional
considerations are mentioned in the Best Practices document for
Jefferson County Mathematics.
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The teacher consistently
chooses a variety of groupings to meet instructional goals and student
needs.
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Direct instruction occurs
in large
groups, small
groups, and individually.
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The teacher consistently
models and provides opportunities for mathematical discourse including
questions to promote higher level thinking (i.e. Process
Standards).
Large group discussion
consistently follows individual and group work.
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