Mathematics Content and Small-Group Instruction in Grades Four Through Six

This article examines whether mathematical content should influence the use of small-group instruction in grades 4-6. I argue that the first important step is to select appropriate content, in other words, that which is meaningful, useful, and interesting to the student. Instruction depends on the dimension of learning (concepts, skills, or applications) and the type of lesson (introductory, practice, or review). Many types of activities can be utilized in presenting content. I conclude that the choice of using small-group instruction does not depend solely on content but on the interaction between content and these other variables.