Decreasing-support grouping sequence across a task week¶
Design · All designs
Evidence · no claims cited
Description¶
The study's tasks were administered with the level of student support decreasing each day, moving through group configurations of total class participation (TL), small group (SG), partners (P), and individual (I) work. This graduated release of support pairs a graphic organizer with progressively more independent grouping formats across a week of non-routine tasks. Groups of four were composed of one high, two average, and one low student based on prior-year state assessment scores.
Design Implications¶
Context¶
Requirements¶
- Groups formed with heterogeneous ability composition based on prior assessment scores
Constraints¶
- Studied in sixth-grade geometry over nine weeks with the same teacher for both classes
Target Learners¶
- sixth-grade middle school mathematics students
Learning Goals¶
- initiating and completing non-routine problem solutions
- geometry concepts
Claims¶
Related Designs¶
Examples¶
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Key Sources¶
- Frederick, M. L., Courtney, S., & Caniglia, J. (2014). With a Little Help from My Friends: Scaffolding Techniques in Problem Solving. Investigations in Mathematics Learning, 7(2). https://eric.ed.gov
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
decreasing-support-grouping-sequence |
title |
Decreasing-support grouping sequence across a task week |
description |
The study's tasks were administered with the level of student support decreasing each day, moving through group configurations of total class participation (TL), small group (SG), partners (P), and individual (I) work. |
status |
review |
generated |
by process:settle-candidates on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — frederick-2014 |
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