ABSTRACT
This chapter explores alternative scheduling models for the delivery of the elementary mathematics curriculum. In chapter 6, we describe the “traditional” parallel block scheduling (PBS) approach to providing instruction in mathematics. In those models, the base teacher works with students twice daily in mathematics—typically once in a regular-size class and once in a reduced-size math group, while the other half of the class participates in a mathematics extension class, special services, or science and/or social studies. Because of the sequential nature and structure of mathematics, this chapter describes variations on the parallel block scheduling theme for mathematics: the Concept-Mastery model (two plans) and the Acceleration model.
