Teaching Mathematics in a Multiage Classroom. Adams, T. L.; Adams, D.; Harmon, C.; and Reneke, S. Dimensions of Early Childhood, 27(3):3–10, 1999.
Teaching Mathematics in a Multiage Classroom [link]Paper  abstract   bibtex   
Multiage grouping, based on the belief that children benefit from engaging in learning environments that accommodate at least two age groups, allows for marked improvements in children's enthusiasm for learning mathematics. Children are challenged and stimulated by their interactions with multiage peers, and assessment information indicates they are developing mathematical sense, skills, and concepts from their experiences. (LBT)
@article{adams_teaching_1999,
	title = {Teaching {Mathematics} in a {Multiage} {Classroom}},
	volume = {27},
	issn = {1068-6177},
	url = {https://eric.ed.gov/?id=EJ591802},
	abstract = {Multiage grouping, based on the belief that children benefit from engaging in learning environments that accommodate at least two age groups, allows for marked improvements in children's enthusiasm for learning mathematics. Children are challenged and stimulated by their interactions with multiage peers, and assessment information indicates they are developing mathematical sense, skills, and concepts from their experiences. (LBT)},
	language = {eng},
	number = {3},
	journal = {Dimensions of Early Childhood},
	author = {Adams, Thomasenia Lott and Adams, Diane and Harmon, Carlene and Reneke, Stephanie},
	year = {1999},
	keywords = {Classroom Environment, Mathematics Achievement, Mathematics Instruction, Mathematics Skills, Mixed Age Grouping, Primary Education, Problem Solving, Student Motivation},
	pages = {3--10}
}
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