Title

Multiage Classrooms: A New Way to Learn Math

Document Type

Article

Journal/Book Title/Conference

Principal

Volume

73

Issue

4

Publication Date

1994

First Page

22

Last Page

26

Abstract

Recent research supports Vygotsky's "zone of proximal development" theory; children receiving peer assistance can stretch their learning beyond their individual accomplishment. A study of a multiage classroom revealed three strategies used by children working together to solve math problems--modeling, tutoring, and pairing/sharing activities. The multiage setting invites collaboration and sharing, while helping students meet mathematics learning standards. (MLH)

Comments

Abstract provided through ERIC.