Reflection

As teachers we often place students into groups for numerous reasons and we assign them multiple tasks. Often times we divide students up according to their ability levels. We hope that stronger students within each group will facilitate learning from the other participating students. Math is a subject that many students struggle with in the classroom, especially in the fourth grade. The studies that I read revealed to me that group work in math does not always boost student confidence resulting in poor problem solving. When students are not confident in their abilities or are overshadowed by students of higher abilities, they may not perform at their best. Some students respond well and perform well, while others see the task as confusing and perform poorly.

Both studies of older students based mathematical abilities upon math scores form the MAT. This test, similar to the ISAT, is not the only way to assess student mathematical abilities. Mathematical abilities may also be determined by teacher observation during math lessons, homework grades, and weekly assignments. This may have an effect on the results of both studies.

The study involving only kindergarten students focused on how young students can collectively solve problems. I believe the younger we start teaching children to rely on others for answers besides the teacher, the better they will become at solving problems. I enjoyed reading that students as young as kindergarten could discuss different solutions to a math problem. They also can learn to rely upon each other for solutions, rather than the teacher. This teaches them from an early age to collaborate on a problem and to communicate ideas with each other.

In my fourth grade classroom I try to use smaller groups of two or three students rather than four or five when doing group work. Sometimes students feel more comfortable in smaller group settings. I also try to give each child a role to fulfill: facilitator, recorder, materials manager. In the past I have observed that when students are assigned a specific job they seem to gain more confidence in themselves. When assembling groups I try to separate them by mathematical abilities on math assessments, my observations in the classroom, and self-confidence.

During a class discussion one day, one of the teachers in my group shared that she looks for leadership from students before assigning them into groups. She commented that these students, who demonstrate leadership skills, may not be the best students academically, but they can take control of the group and facilitate learning. Another teacher commented that she places students into groups according to their social abilities. The students with stronger abilities seem to help encourage others to participate and this helps build confidence in problem solving.

To encourage better problem solving skills in my students, I have a “problem of the day” every morning. This is part of a daily math meeting. A different student is assigned as a math meeting assistant every day. The math meeting assistant is able to discuss how he/she solved the math problem. If a student is incorrect, I then ask for another student to share how he/she solved the problem.

The following sites included math problem solving activities or guides in teacher problem solving.
Math Activity
The Math Forum