Co-operative learning and adaptive instruction in a mathematics curriculum

J. Terwel, P.G.P. Herfs, E.H.M. Mertens, J.Chr. Perrenet

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    Abstract

    The AGO 12 to 16 Project (the acronym AGO stands for the Dutch equivalent of
    'Adaptive Instruction and Co-operative Learning') seeks to develop and
    evaluate a mathematics curriculum which is suitable for mixed-ability
    groups in secondary education. The research questions we will address here
    are, first, whether this curriculum is feasible and effective, and, second, what
    effects, if any, the context variables time and mean cognitive level of the class
    have on learning.

    Many mathematics programmes make insufficient allowance for the
    differences in intellectual ability that exist in mixed-ability classes. In order to
    change this situation we developed a mathematics curriculum with adaptive
    qualities. The evaluation of the experimental curriculum was carried out in
    two stages. During the first stage the curriculum was used at two schools with
    the aim of investigating the feasibility of the programme. Experience with
    the implementation of the programme led to some improvements in the
    experimental materials. By and large the AGO model appeared to be feasible in
    secondary classrooms. In the second stage, which was on a large scale, the
    focus was on the effectiveness of the programme. Six hundred students, 13
    teachers and six schools were involved in the research. Teachers in the
    experimental group were trained in AGO methods and in implementing the
    new AGO curriculum. Teachers in the control groups worked with the
    existing programme following their usual methods of teaching.

    The main conclusion of the study is positive. The AGO model as a whole
    proved to be practical and effective in learning mathematics. The AGO model
    has a positive effect on the intercept, which means that the mean scores of AGO
    classes are higher than the mean scores of non-AGO classes. It may be
    concluded that, on the average, students benefit from learning in AGO classes
    as compared with non-AGO classes. AGO does not increase or decrease
    the differences between students in the same class. As expected, positive effects of two context variables were found: (1) the total amount of time spent in class covering the mathematical content and (2) class composition as indicated by the mean pretest score (aptitude) of the class.
    Original languageEnglish
    Pages (from-to)217-233
    Number of pages17
    JournalJournal of Curriculum Studies
    Volume26
    Issue number2
    DOIs
    Publication statusPublished - 1994

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