IMPROVE: A Multidimensional Method for Teaching Mathematics in Heterogeneous Classrooms

• Published in: American educational research journal Vol. 34; no. 2; pp. 365 - 394
• Main Authors: Mevarech, Zemira R., Kramarski, Bracha
• Format: Journal Article
• Language: English
• Published: Washington, DC American Educational Research Association 1997; SAGE Publications
• Subjects: Algebra; Classrooms; Control Groups; Curriculum subjects: programmes and methods; Educational research; Educational sciences; Feedback; Grade 7; Heterogeneous Grouping; Information Processing; Junior High School Students; Junior High Schools; Learning; Mathematical problems; Mathematics; Mathematics Achievement; Mathematics education; Mathematics Instruction; Metacognition; Peer Relationship; Prior learning; Reasoning; Social Cognition; Student Development; Student diversity; Students; Studies; Teachers; Teaching Methods; Teaching, Learning, and Human Development; Basic Skills; Metacognition; Teacher; Mathematics; Cognitive Development; Heterogeneous Class; Teaching; Learning; Pupil; Teaching Practice; Reasoning; Teaching method; Educational Innovation
• ISSN: 0002-8312; 1935-1011
• DOI: 10.3102/00028312034002365

The purpose of the present research was to design an innovative instructional method for teaching mathematics in heterogeneous classrooms (with no tracking) and to investigate its effects on students' mathematics achievement. The method is based on current theories in social cognition and metacognition. It consists of three interdependent components: metacognitive activities, peer interaction, and systematic provision of feedback-corrective-enrichment. The method is called IMPROVE, the acronym of which represents all the teaching steps that constitute the method: Introducing the new concepts, Metacognitive questioning, Practicing, Reviewing and reducing difficulties, Obtaining mastery, Verification, and Enrichment. The research includes two studies, both implemented in seventh grades: One focused on in-depth analyses of students' information processing under the different learning conditions (N = 247), and one investigated the development of students' mathematical reasoning over a full academic year (N = 265). Results of both studies showed that IMPROVE students significantly outperformed the nontreatment control groups on various measures of mathematics achievement. The theoretical and practical implications of the research are discussed.