Supporting the struggling mathematics student in my fifth grade classroom

Abstract

Everyday Mathematics is a popular reform and research-based program that is currently being used in my district. It is not a complete math program however, and some struggling students are being left out. This project examines 20 fifth grade girls and boys, ages eleven to twelve year-old students from Waterford, Wisconsin. It asks the question of whether small group and individual instruction with the teacher combined with additional parental information will improve students' attitude toward mathematics and their knowledge. This project provides resources to add to current Everyday Mathematics instruction. Everyday Mathematics unit tests and student surveys were the assessment pieces for this project. While working with small groups and individuals the project did find that students receiving additional support as a group gained more knowledge. Strives were also made in students becoming successful advocates for their own learning.