Document Type
Article
Publication Date
Spring 2022
Abstract
This action research project was conducted to determine if guided math paired with math stations resulted in more student growth than a traditional, whole group classroom. The topic was chosen because of the researcher’s interest in elementary mathematics. Some teachers are implementing math stations and guided math in schools while other teachers believe in a whole group, traditional setting. The researcher has been teaching for five years, and her class of 5th grade students participated in the action research. This researcher and another 5th grade teacher implemented guided math paired with math stations for four weeks over a long division unit. Two other 5th grade teachers taught their students long division using a traditional, whole group method. A pre and posttest was given to all students to see if guided math resulted in more student growth than a traditional classroom. The results showed guided math paired with math stations did not result in more student growth than a traditional classroom, but other benefits resulted from the guided math model. Students in a guided math classroom had a higher average mean, the achievement gap was lessened, and students were able to grow in their collaboration and technology skills.