Group work integration for middle school math students

Richard Cromwell, California State University, Monterey Bay

Capstone Project (B.A.) Liberal Studies Department


To create togetherness in the middle school mathematics environment, I grouped students according to their achievement levels in class from test scores. Working together in collaboration with assignments and small projects I found that if the students were placed together according to their needs academically, they tended to help each other out and even manage to improve their test scores dramatically. This type of analysis has shown to be especially beneficial to the teacher involved because of the way the students became much more involved in their improvements as their peers were speaking to them on their level. The high achievers in the class liked to help the low achievers which created a bond between two factions of people whom might not ever have spoken to each other. Group work integration by having A, B, C, and D or F students sitting together trying to figure out difficult math concepts in unison is something to behold. This type of conceptual learning technique should be implemented in all middle schools as a tool for grade improvement without any additional costs to the districts.