Title

Small Group Math Instruction in the Middle School Classroom

Date of Award

10-2017

Document Type

Action Research Project

Degree Name

Master of Arts in Education

Department

Education

First Advisor

Regina Johnson

Abstract

This study includes the impact of small group instruction in the middle school classroom. This study takes place at Dakota Meadows Middle School in Mankato, MN. The participants included 24 seventh grade students who are only partially proficient in math according to their standardized state assessments. Data was collected using a pretest, formative assessments, posttest and a student survey (See Appendices A, B, C, D). There was growth from the pretest scores to the posttest scores as well as growth in formative assessment scores. The student survey indicated most students felt the small group instruction benefitted them positively. Small group instruction will continue to take place in the middle school classroom to individualize instruction and improve assessment scores until proficiency is met.

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