In the present study, we were interested in the appraisal by teachers who have had experience with an individual form of differentiation of the efficiency of grouping learners into homogenous or heterogeneous groups. In the study, seven aspects were thus considered: (1) the learning performance and motivation of learners, (2) the learners'…

It can be difficult to find adequate strategies when teaching problem solving in a standard based mathematics classroom. The purpose of this study was to improve students' problem solving skills and attitudes through differentiated instruction when working on lengthy performance tasks in cooperative groups. This action research studied for 15 days…

Cooperative student work often fails to generate individual understanding of abstract algebra materials. Suggests techniques that enable abstract algebra students to master proofs and enhance cooperative work. (Author/ASK)

Discusses research on cooperative learning groups and concludes that cooperative groups should often be homogeneous. (15 references) (MKR)

Reports on three studies that investigate the effects of teaching mathematics in a mixed-ability setting on student achievement and teacher attitudes. Concludes that students' achievements need not be compromised in a heterogeneous setting. Participation in the project workshops also had a positive effect on teachers' attitudes toward teaching…

Discusses the use of small groups for instruction. Topics include the composition of groups, the role of the teacher, choice of topics, and evaluation of students. (PCB)

Maintains that current research suggests that heterogeneous grouping is preferable. Reports on a study of a new mathematics curriculum using 600 students in 6 Dutch schools. Finds that students in heterogeneous classes taught with cooperative-learning techniques achieved more than students in traditional ability-grouped classrooms. (CFR)

Describes the effort of a middle-school teacher to incorporate heterogeneous grouping into her math class. One day per week, heterogeneously grouped math students worked in teams to solve and present solutions to different kinds of logic problems. Suggests that flexibility and freedom to be creative are the keys for incorporating new ideas into…

Thirty sixth graders in accelerated mathematics classes were taught in cooperative-learning teams for 12 weeks. Students appeared to benefit academically, personally, and socially from the cooperative-learning strategies used to teach mathematics, cooperative-learning skills, effective communications, internal locus of control, and personal…