Teaching mathematics, specifically geometry, using the Gradual Release of Responsibility GRR framework can be a successful model to reteach students content previously taught to ensure thorough scaffolding and academic content acquisition and retention. A case study was performed using 6th grade secondary level students. The learning categories of students consists of special education students, students working below grade level, and on grade level students. After an initial area of shapes lesson was taught, students were given a summative post lesson assessment. After students were given a post lesson assessment, teachers reviewed students’ exams and utilized student data to create a reteach geometry lesson specifically over area. The importance of using the Gradual Release of Responsibility framework is to inform teachers how to differentiate and cater to the unique and individual learning styles of students within a mathematics setting.

Author: Allison Edge Adams

Published in: London International Conference on Education (LICE-2023)

• Date of Conference: 13-15 November 2023
• DOI: 10.20533/LICE.2023.0032
• ISBN: 978-1-913572-66-2
• Conference Location: St Anne’s College, University of Oxford, Oxford, UK