Adapting instruction to address individual and group educational needs in maths

Abstract

This study, combining classwide curriculum‐based measurement and peer‐mediated instruction, used a single‐subject research design to address the effectiveness of two grouping adaptation strategies (heterogeneous small‐groups versus peer tutoring) to accommodate individual and group differences in learning. Academic performance in the domains of number and arithmetic skills of 19 low, average, and high achieving first‐grade linguistic minority pupils was measured by recording scores over 12 weeks and across multiple observations. The results revealed a significant increase in number sense and arithmetic skills when pupils worked in pairs. Whole group, ability group, and individual comparisons for each dependent variable were made. Results are also discussed in terms of an attempt to craft strategies for including academically diverse pupils in mainstream classrooms.

Evaluation of Automated Diagnosis and Instruction for Mathematics Problem‐solving

“…Other research on human tutoring strategies tends to focus on such things as grouping students and peer tutoring (e.g., Cardona, 2002) and are not explicit about the specific strategies used in those settings. In a recent literature review that had a focus on human tutoring strategies, Naidu (2006) found that many human tutors have students solve problems while addressing errors as they arise and confirming steps when correct.…”

Teachers’ Use of Inclusive Practices in Spain

“…A theoretical body regarding curricular adaptations was developed (González Manjón, 1993;Garrido Landívar, 1998;García Vidal, 1999), but little is known about the practices teachers actually carry out in their classrooms. An exception can be found in Cardona's studies about teachers' use of general and specific instructional adaptations (Cardona, 2002), and their perceptions about these strategies (Cardona, 2003a(Cardona, , 2003b. Findings from these studies indicate a moderate acceptance of instructional adaptations, but we lack knowledge as to whether these strategies differ as a function of grade level taught, training, and the availability of resources and support.…”