Impacts of the Workshop Model on Middle School Student Math Learning

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 2
  In Roundtable Session: Unpacking the Teaching and Learning of Middle School Mathematics

Abstract

This mixed methods study examined the effectiveness of the math workshop model compared to the traditional lecture model in middle school mathematics. Grounded in theories of motivation, differentiation, and engagement, the math workshop model incorporated small-group instruction, formative assessment, and differentiated tasks (i.e., stations), while the lecture model emphasized teacher-directed instruction and procedural practice. Assessment and perception data from 586 students in a Georgia middle school revealed that workshop students generally achieved significantly higher learning gains at a unit level and earned higher benchmark scores, despite similar student perceptions about teaching. Findings suggest the math workshop model can improve student achievement for diverse students, offering a promising alternative to lecture-based instruction in middle school math.

Authors

• Christina Chapman, K.B. Sutton Elementary School

• Jiyoon Jung, Valdosta State University

• Steve Downey, Valdosta State University

• Matthew Joseph Smith, Valdosta State University