Douglas A. Grouws

An Observational Study of Small-Group Mathematics Instruction in Elementary Schools

This article reports a naturalistic study of small-group instruction in elementary school mathematics classes. Three school districts from three cities (a small suburban city, a large urban city, and a middle-sized city) in three midwestern states were studied. Observations (N = 206) of entire mathematics periods were made in the classrooms of 33 teachers (primarily fourth-, fifth-, and sixth-grade) in 21 schools. This article describes the types of small-group formats observed, the variation in teachers’ use of time in 12 teaching functions, and the extent to which group structure and use of teaching functions affected the task climate in which students learned mathematics. Six types of small-group formats were found: whole-class ad hoc, two groups, three groups, four groups or more (mixed-size groups), heterogeneous work groups (cooperative learning), and individualized grouping.

Teaching practices and student affect in problem solving lessons of select junior high mathematics teachers

Affective variables are important in mathematical problem solving. For some people, they are important for their own sake, and for others they are important primarily because they facilitate productive problem-solving behavior. Regardless of one’s perspective, however, it is the case that, as McLeod (1985) has observed, research in the mathematical problem-solving domain has concentrated on cognitive, rather than affective, issues. Another neglected theme in this research area is the role of the teacher in facilitating the development of problem-solving outcomes in classroom situations (Grouws, 1985). Good and Biddle (1988) have argued persuasively for including classroom observation in studies designed to increase our comprehension of mathematics teaching. The study reported here focuses on the teacher and affective issues, using classroom observation. In particular, the research explores the relationship between classroom structures and teaching behaviors and aspects of affect.

A Professional Self-Portrait@@@Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics

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