CURRICULUM PLANNING APPROACHES: A MEANS OF IMPROVING MATHEMATICS INSTRUCTION IN THE INTERMEDIATE GRADES

This descriptive study focused attention on the importance of the subgrouping approach to mathematics instruction as a means of individualizing mathematics. Teachers and curriculum workers who are involved in planning curriculum approaches that meet the varied needs of mathematics students in the intermediate grades will be interested in the utilization and implementation of the subgrouping approach to mathematics instruction.;The related questions were concerned with teacher perceptions of the subgrouping approach to mathematics instruction as a means of individualizing mathematics instruction; the importance and value of small-group instruction as an approach that improves the learning environment; resources that assist teachers in initiating subgrouping; and the curriculum planning and/or administrative arrangements necessary for implementing subgrouping.;The study which used a questionnaire and personal interviews to collect data, was limited to the West Seneca Central School System. Grades four, five and six teachers who taught mathematics participated in the study.;The following conclusions were drawn as they pertained to the central and related questions of the study: (1) Meeting the varied mathematics needs of intermediate grade students has been identified as a great task for teachers. Teachers relied largely on the use of large group instruction as their main teaching approach and the textbook as their main curriculum guide. (2) Teachers viewed the subgrouping approach to mathematics instruction as one kind of instructional approach that meets the varied mathematics needs of intermediate grade students. Teacher observations or testing measures have been used to form flexible subgroups based on student strengths or weaknesses in mathematics. (3) Small-group instruction has been utilized by teachers in intermediate grade mathematics classes as a means of individualizing mathematics instruction. This approach has helped teachers narrow the wide range of abilities; focus attention on individual needs or concerns; and differentiate mathematics instruction based on diagnosis and assessment. (4) Teachers perceived the subgrouping approach as very important, and a valuable method that improves the learning environment. Subgrouping improved mathematics instruction; increased student learning; and helped children become more positive about learning mathematics. (5) The subgrouping approach in mathematics has been identified as a curriculum planning approach that improves the quality of mathematics instruction in the intermediate grades. This approach helps instruction become more effective; teachers' goals are more easily achieved. (6) The classroom mathematics teacher has been identified as the most important person responsible for initiating and implementing the subgrouping approach to mathematics instruction. (7) Teachers need assistance with implementing flexible subgrouping. Teachers need to work with other teachers, and need support from the building principal and the mathematics coordinator. (8) Resources, funds, and sufficient planning time have been designated by teachers as necessary if subgrouping is to be effectively utilized. (9) Seminars, workshops, or inservices are essential in order to implement the subgrouping curricular approach. Also needed are subgrouping demonstrations; teacher visits to other buildings; professional meetings; and some district-developed guidelines. (10) Teachers have concluded that continuous evaluation; on-going in-service; and a flexible school system are necessary to maintain subgrouping from year to year.;Thus, the major question investigated in the study was: How can the quality of mathematics instruction in the intermediate grades be improved through curriculum planning?...