Running Head: SMALL GROUP MATH INSTRUCTION 1

Action Research: Small Group Math Instruction

Brooke Meyer

EDI 685

Grand Valley State University

SMALL GROUP MATH INSTRUCTION Meyer 2

Action Research: Small Group Math Instruction

For my action research project, I decided to address what I had been noticing as a

problem during math instruction. In our class, we have a wide range of students with different

learning styles and abilities. I did not feel the typical method of whole-group math instruction

effectively suited my students educational needs. I also had been noticing that I had begun to do

longer lessons whole group, and that students were not as engaged throughout the lessons. If the

students are not engaged, I would be less likely to meet their educational needs. I was interested

in implementing a new way of math instruction to relieve this problem.

Research

When I began to do research on this topic, I searched for and read several articles. The

article Teachers Beliefs about Small-Group Instruction in Elementary School Mathematics

was a study done on teachers ideas about using small groups in the classroom. The research on

this topic defines a small group as a group of two to twelve students. The top reason the

surveyed teachers use small group instruction in math is to allow themselves to meet the wide

range of student needs in the classroom (Good, Grouws, & Mason, 1990). This is the same

reason I decided to change my math instruction. I wanted to provide well-rounded math

instruction for all students. Small groups can encourage verbalization; increase students

responsibility for their own learning and enables teachers to individualize instruction and

accommodate students needs, interests, and abilities among other benefits (Good, Grouws,

Mason, Slavings, & Cramer, 1990, p. 758).

Effective math instruction in any form should be meaningful, useful, and interesting

(Lindquist, 1989). To allow for meaningful math instruction in small groups, the teacher should

focus on higher level thinking and questioning, including using problem solving and
SMALL GROUP MATH INSTRUCTION Meyer 3

mathematics investigation (Good, Grouws, Mason, Slavings, & Cramer, 1990; Lindquist, 1989).

Something that can inhibit effective math instruction in small groups is when teachers move

away from the higher level thinking and questioning skills to teach the material in a shorter

amount of time (Good, Grouws, Mason, Slavings, & Cramer, 1990).

The research I read supported my original idea to break the students up into groups, but I

needed to decide how that was going to happen. To think about grouping the students, I looked

at learning style, learning differences, and gender. Most gender differences in mathematics stem

from values and beliefs about how boys and girls perform in mathematics rather than actual

differences in performance (Sharan, Ackerman, & Hertz-Lazarowitz, 1979). I decided I wanted

to separate the boys and the girls, not because of their math performance, but to give them each

an opportunity to work in a group of people who process information similarly to them. This

decision was based on personality differences rather than mathematics performance.

Solution Implementation

After deciding that I did indeed want to implement small group math instruction into my

classroom, and how I wanted to group the students, I needed to decide how this type of math

class would work. Since my classroom has two teachers (my mentor teacher and myself), we

both decided it would be better to use our resources wisely and co-teach. In place of large group

instruction, the class of 27 students would be split into teams and rotate through different math

zones to learn and practice the curriculum. The students were split into 3 groups of 5 boys and 3

groups of 4 girls. I decided to go with the gender specific groups because we have many boys

who are blurters and love being the first to share the answer. Those students were placed in a

group together strategically. The other students were also grouped by way of learning style. I

put students together who learn similarly so I would be able to effectively differentiate
SMALL GROUP MATH INSTRUCTION Meyer 4

instruction for each group. To implement the math groups onto our schedule, the students were

debriefed on how math was going to look and we spent a few days practicing whole group mini

lessons before moving into all small group.

The math groups work in rotations. Each team spent about 20 minutes each day with a

teacher (coach) in what is called the Huddle Zone, and participated in a teacher-given mini

lesson along with practice. If a student was having trouble grasping a concept at the end of their

rotation, they were given the choice to stay with the teacher for the next group and go over the

lesson again or be released to work in a zone. The rest of the students are released to participate

in one of the following zones: Playbook, where they complete worksheets and other problems

solving activities; Personal Math Trainer Zone, where they practice online math skills through

our online textbook or IXL; Work Out Zone, where they complete book problems; Challenge

Zone, where they complete challenge activities of different types; and Game Zone, where they

play different games related to the topic being studied. There was also a day where the students

completed a math journal, to implement math writing skills into their routine. Each team

received a schedule of when they were supposed to be in Huddle Zone and each day of the week

focused on Huddle Zone along with one additional zone.

Data Collection

To increase the reliability of the data I collected, I used several different data sources.

One was observation of the students. While the students were in math groups, I was observing

them and taking notes on engagement, collaboration with peers, and how they were problem

solving through math challenges. Another source of data collection came from the weekly

survey I had my students take. I made a Google Form and gave it to my students on Fridays to

have them give me feedback. They had to answer four different questions. The questions were
SMALL GROUP MATH INSTRUCTION Meyer 5

How do you feel about math groups this week?, What is one thing you liked about math this

week?, What is one thing you wish you could change about math this week?, and If you

could tell me one thing about the new math groups, what would you say?. The third method of

data collection is test scores. I collected data from my students test scores from two different

chapters and compared them to their scores from the last chapter completed before we started

math groups. The data collection period covered a span of about 6 weeks as we moved through

chapters on division and fractions. To analyze the data, I calculated mean, median, and standard

deviation of the test scores for each student. Any test scores were reported without student

names, so the students privacy was not violated.

Data Findings

My research collection group included a math class of 27 4th and 5th grade students, 12

girls, and 15 boys, ranging in age from 9 to 11. During my research collection, I observed the

students while working with them in group, and observed the others around the room when my

students were working. Most of the time, the students were engaged and on task with the zone

they were supposed to be working in. The times they were off task seemed to result from the

distraction of having friends around them. This was a learning curve for the students, and they

grew throughout the process. The second form of research collection of student interviews gave

me great insight into how the students were adjusting to the new way of math instruction. The

students had very positive things to say about the math groups. The only grievances came

through the form of the students wanting to choose their own groups and wanting to spend less

time on personal math trainer. I did have the students in two different math groups throughout

the data collection time to allow them to work with new people. The students liked being able to
SMALL GROUP MATH INSTRUCTION Meyer 6

work with two teachers throughout the week as well as being allowed to stay in group for more

than one rotation if they preferred more huddle zone time.

My last form of data collection was student test scores. I used one test prior to math

groups and two after math groups, to increase the reliability of my data. Prior to small group

math instruction, the students had a mean test score of 88%, with a median of 91%. I calculated

both the mean and median due to an outlier in the data of 1 test score. The two test scores with

small group instruction had a mean of 93% and 94%, with a median of 94% and 96%

respectively. The standard deviation of the test scores also decreased from a 0.083 to a 0.060

from before to after small groups. This told me that the student test scores had not only

increased, but the range in test score differences also decreased.

Discussion

I learned a lot from implementing small group math instruction into my classroom.

Compared to whole group math instruction, all 27 students reported that they preferred small

group math instruction. When students enjoy what they are doing, they are more likely to be

engaged throughout the learning process. My students loved working in small groups, especially

the students who were typically overshadowed by our louder math students. The students

responded well in their boy/girl groups, and I noticed some of my quietest students started to

speak up more and answer questions during instruction time.

Another thing I noticed about math groups was that some of my students started to

become more independent, as I was not always readily available to answer their questions. The

students started to rely on each other more and work independently next to a group of students

they can practice with or ask questions to. The students also responded well to the routine of

focusing on Huddle Zone and one additional zone each day, and they seemed to remain engaged
SMALL GROUP MATH INSTRUCTION Meyer 7

throughout even our longer chapters. I did mention how most off task behavior was in relation to

being too close to friends and being distracted, but this behavior even improved throughout the

small group math instruction. Students knew we would move them away from their friends if

they were not doing what they were supposed to be doing, and they often chose to do the right

thing and work with their friends rather than talk to them. I even had a few students note on their

survey that the only thing they would change about math groups is that they talked to their

friends too much. I loved seeing the students take responsibility for their learning when their

math class started to offer them more choices.

Prior to math groups, the student test scores were already in the range of B+ to A- in their

mean and median. During the time of small group math instruction, I saw an increase in the

students test scores. While a mean jump of 6% and a median jump of 5% is not a huge gain,

almost all 27 students showed test score improvement. The only students who did not improve

their test scores were already scoring 95% or higher and only showed fluctuation of 2% or less

with each of the three tests. I would say that test score improvement as well as high test scores

showing consistency and remaining high could be and indication of effective learning taking

place.

After the data collection period ended, I continued to use small group math instruction in

my classroom. During my time using small group math instruction, I did come across a few

times where a whole group lesson seemed more appropriate. During those times, now that the

data collection period has passed, I have been using a whole group mini lesson (or boys/girls

mini lessons) followed by small groups. I thoroughly enjoyed being able to interact with only 4

to 5 students at a time. I believe it helped me more easily identify where the students were

having struggles and adjust my lessons accordingly to cover those gaps. By teaching in small
SMALL GROUP MATH INSTRUCTION Meyer 8

groups, a few students could get the extra practice they needed on one part of the lesson without

holding the rest of the students with them if they already understood. Small group instruction

has improved my ability to differentiate my instruction as a new teacher, because each of the

groups I meet with daily may see the same math lesson a little bit differently. It is harder to meet

the needs of 27 students collectively as they have 27 different learning styles. When I look at

one small group at a time, it allows me to more easily tailor my lessons to what they need and

provide a more effective learning experience for them.

SMALL GROUP MATH INSTRUCTION Meyer 9

References

Good, T. L., Grouws, D. A., & Mason, D. A. (1990). Teachers beliefs about small-group

instruction in elementary school mathematics. Journal for Research in Mathematics

Education, 21(1), 2-15. doi: 10.2307/749453

Good, T. L., Grouws, D. A., Mason, D. A., Slavings, R. L., & Cramer, K. (1990). An

observational study of small-group mathematics instruction in elementary schools.

American Educational Research Journal, 27(4), 755-782. doi: 10.2307/1163108

Lindquist, M. M. (1989). Mathematics content and small-group instruction in grades four

through six. The Elementary School Journal, 89(5), 624-632.

Sharan, S., Ackerman, Z., & Hertz-Lazarowitz, R. (1979). Academic achievement of elementary

school children in small-group versus whole-class instruction. The Journal of

Experimental Education, 48(2), 125-129. doi: 10.1080/00220973.1979.11011725