STUDENT ACHIEVEMENT IN SMALL-GROUP INSTRUCTION VERSUS TEACHER-CENTERED INSTRUCTION IN MATHEMATICS

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Abstract
Reports urging the use of small-groups in teaching mathematics have seldom documented comparative student achievement to another method of teaching. This article reports the results of five contrasts between small-group learning and a more teacher-centered instructional style. The cases reported are from junior high, high school, and college mathematics classes. In no case did the small-group class perform more poorly than the one led by a teacher; in one case, when long-term retention was measured, the small-group class performed better.

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