Effects of reform-based mathematics instruction in five third grade classrooms

In this study we examined the responses of 16 low-achieving students to reform-based mathematics instruction in 5 elementary classrooms for 1 year. We used qualitative methods at 2 schools to identify the needs of low achievers in these classrooms, which were using an innovative curriculum. Through classroom observations and interviews with teachers, we studied the involvement of low-achievers in whole-class discussions and pair work. Results suggested that both the organization and task demands of the reform classrooms presented verbal and social challenges to low-achievers that need to be addressed if these students are to benefit from reform-based mathematics instruction.