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1) what works in teaching math?
2) groups based on data
3) effects of choice, motivation and interaction

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https://educationcloset.com/2017/09/01/student-choice-manage-classroom/

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- Do daily activities designed to reinforce basic addition and subtraction facts improve students' understanding of efficient strategies?
- Does working in collaborative groups have a positive effect on the ability of second grade students to solve problems and increase their overall understanding of math skills?
- How does grouping students based on different data points effect the possibility of maximized student learning?
- Does student choice and motivation make a difference in students' learning?
- Will intentional instruction designed to fill struggling student gaps increase student's ability to complete and understand grade level skills?

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https://youtu.be/JRTbkwnoz1M

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https://www.carsondellosa.com/products/104954--Math-Workshop-Resource-Book-104954#/?book%20media%20type=f389e45b92884d48844baaf09d49e3c5

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INTEGRATING TECHNOLOGY WITHIN MATH WORKSHOP:

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INTEGRATING TECHNOLOGY WITHIN MATH WORKSHOP:

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https://www.edutopia.org/technology-integration-guide-description

https://learninginhand.com/blog/10-tech-integration-ideas

http://www.citejournal.org/volume-8/issue-4-08/mathematics/preparing-to-teach-mathematics-with-technology-an-integrated-approach-to-developing-technological-pedagogical-content-knowledge/

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Flexible Grouping
http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy

heterogeneous - delivering same curriculum is detrimental
://my.vanderbilt.edu/smpy/files/2013/02/BleskeAPArticle.pdf

McREL (2010) described
effective math pedagogy as “highly interactive as students explore problems, formulate ideas,
and check those ideas with peers and with their teacher through discussion and collaboration” (p.
66).
https://repository.library.northeastern.edu/files/neu:cj82m2381/fulltext.pdf

Key findings from 189 studies revealed:
1) Programs designed to change daily teaching practices – particularly through the use of
cooperative learning, classroom management, and motivations programs – have larger
impacts on student achievement than programs that emphasize textbooks or technology
alone.
2) The most successful math programs encourage student interaction.
http://www.bestevidence.org/word/math_jan_05_2010_guide.pdf

Tarrah C. Davis explains and researches the problem of heterogenous instruction and whole group curriculum without differentiated instruction
https://search.proquest.com/docview/1430897166

Action research prepared to increase motivation and
engagement in elementary and middle school students through technology-supported learning
environments.
https://files.eric.ed.gov/fulltext/ED541343.pdf

Carol Tomlinson discusses ways to differentiate instruction in mixed ability classrooms and why it is so important.
http://www.teachersity.org/resources/instruction.pdf

Wendy Ward Hoffer says, "Workshops are driven by the notion that deep and thoughtful understanding requires multiple exposures to a concept from a variety of angles and that once learners understand concepts, they become flexible problem solvers."
https://blog.heinemann.com/wwh-cultivating-wkshop-model

The Center for Elementary Mathematics and Science Education discusses the drive behind Everyday Math 4 and the connection with the math workshop model.
http://d1flhocjjhj0v5.cloudfront.net/research/our_approach/EM4_and_the_Workshop_Model.pdf

Shannon Hedman's action research project researches choice among students to increase motivation during math workshop model.
http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/shannon_hedman.pdf

David Benders and Tracy Craft discuss the effect of flexible small groups achievement in first grade.
https://files.eric.ed.gov/fulltext/EJ1152264.pdf

Barak Rosenshine says, "the most successful teachers spent more time in guided practice, more time asking questions, more time checking for understanding, and more time correcting errors."
https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

Laney Sammons gives details in his book in supporting guided math. The author discusses ways to incorporate guided math in warm-up and whole group. It discusses getting started, conferences with students within the group and how to place students in their groups.
https://www.sisd.net/cms/lib/TX01001452/Centricity/Domain/4444/SEP%2050534%20Guided%20Math.pdf

Diane Heacox wrote one of my favorite professional development books Differentiating Instruction in the Regular Classroom. Within this book she discusses starting out by getting to know your students for who they are; their strengths and weaknesses. She then talks about how to meet those students needs. One way she hits on is flexible grouping. She talks about the importance of this format within the "regular classroom."
https://www.freespirit.com/files/original/Differentiating-Instruction-Regular-Classroom-preview-1.pdf

What Does Good Math Instruction Look Like? (article)
https://www.naesp.org/sites/default/files/resources/2/Principal/2007/S-Op51.pdf

Research on the benefits of guided math for young children
https://www.brookings.edu/research/new-evidence-on-the-benefits-of-small-group-math-instruction-for-young-children/

https://council-for-learning-disabilities.org/wp-content/uploads/2014/12/Math_Disabilities_Support.pdf

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https://prezi.com/1yjlmkv3zstk/classroom-action-research-bayless/
action research project

https://www.tunstallsteachingtidbits.com/2015/10/create-your-best-math-workshop.html?cn-reloaded=1

Diary of a Not So Wimpy Teacher: (amazing blog and great resources available to purchase!!) https://www.notsowimpyteacher.com/2017/06/organizing-math-centers-free-labels.html

Scholastic blogs about different ways to effectively group students for math workshop
https://www.scholastic.com/teachers/blog-posts/beth-newingham/math-workshop/

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https://mathsolutions.com/math-workshop-videos/#