Running head: LITERATURE REVIEW 1

Domain D Literature Review

Brittini Wade

National University

June 17, 2019

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Abstract

In the following paper, I discuss the benefits of a self-paced learning environment for students. I

review the article titled, “Self-Paced Mathematical Instruction” by Clayton Edwards. The article

analyzes how this learning experience can benefit all students in the mathematics classroom by

putting the responsibility of their education back on the student.

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Introduction

Now that technology is becoming readily available for the majority of schools across the

nation, the idea of providing students with their own laptops is becoming a more accepted

practice. According to the article titled, “Self-Paced Mathematical Instruction”, written by

Clayton Edwards, this capability can promote student learning and can make current classrooms

better for students by creating a self-paced classroom with the teacher as a facilitator. With this

new way of designing a learning experience for students, the classroom culture improves

tremendously while allowing students to accelerate at their own pace. Students begin to take

responsibility for their own learning and understanding.

In order to be effective with this new way of learning, teachers must talk with the

students to “make sure they have a good understanding of the purpose and a solid set of

goals” (Edwards, 2013). Once clear expectations have been provided, teachers will provide the

students with an assessment before a unit begins to explore specific content understandings. If

students show an understanding of specific content, they can omit the section that it pertains to

and begin working on the concepts they did not show understanding in. Students can choose to

work alone or can choose to collaborate with one another. The use of technology gives students

access to videos and websites to help them understand the content. A checklist is used to

document their progress on a unit and once they complete the assignments they take a post

assessment to prove that they possess the mathematical understanding of that topic. A unit

project is then completed to further explore the application of the concept.

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Benefits

One of the major benefits of a self-paced classroom is for students to truly be able to

work at their own rate. Students who are stronger in math do not have to wait for others to master

the same concepts and are able to move ahead freely. This helps to alleviate the common

problem of students’ boredom and lack of motivation. It also benefits students who typically

struggle with math by allowing the teacher to be able to work one-on-one with them and they are

also able to go back and view the content that they did not initially understand by watching the

prerecorded videos for instruction.

Collaboration and differentiation are also main components of this new type of learning

experience. Success in this environment means that collaboration amongst peers is essential.

“Because teachers are not tied to whole-class instruction, they can focus instead on the needs of

an individual student or groups of students” (Edwards, 2013). Teachers can modify or add to the

curriculum depending on the needs of the students. Additional practice or special projects can be

intertwined as the teacher sees fit.

Most of the homework in a self-paced model is done in class which allows students

maximum support by getting feedback almost instantaneously from their teacher. “The

immediate feedback motivates students to keep moving through the material, thus giving them a

sense of direction” (Edwards, 2013). Teachers are able to meet with students individually and fill

the gaps in understanding by providing explanations to those who need it without disrupting

everyone else.

This self-paced process is a formative assessment because students are demonstrating

understanding of certain standards before they can move on to the next concept. Summative
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assessments are given at the end of each unit and “the results are used to determine if a student

needs additional support on any of the individual sections” (Edwards, 2013). A project or task is

then given to showcase all the standards in a given unit. This will allow for the teachers to make

sure that students are able to show understanding for these standards.

Conclusion

A self-paced classroom is becoming more popular with the technology becoming so

pervasive in schools. It helps to put the emphasis on the student to make the math experience

more meaningful for themselves. It also helps to individualize their math experience by creating

resources that fit their needs for deep mathematical understanding. It encourages a positive

teacher-student relationship and allows for immediate and detailed feedback. This type of

learning experience helps to reach students at all levels.

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References

Edwards, C. M. (2013). Self-Paced Mathematical Instruction. Mathematics Teaching in the

Middle School, 19(4), 230-236. Retrieved June 17, 2019, from https://www.jstor.org/

stable/10.5951/mathteacmiddscho.19.4.0230.