Diversity in Math

At my school we decided to multiage (grades one and two in the same class; grades three and four in their own class). We made this decision based on philosophy; not numbers. For the most part I enjoy having the greater diversity in the class. We have been able to establish a great community in a short time. Students work together and bring their unique gifts to each project. Many subjects are easy to manage in this setting. For example, in writing we all write about the same topic but I expect that the grade twos will write longer compositions and will use higher level thinking such as defending their ideas, giving examples or explaining something in more detail. Some grade ones also take this challenge and it encourages them to extend skills.

Math is somewhat more problematic for me in the multiaged setting. At around the age of seven (grade two) children seem to go through a notable change in their ability to understand mathematical concepts. They no longer see numbers one by one but are able to see them as part of a system. This opens up an exciting mathematical world of place value, base ten, number patterns, etc.

How does a teacher encourage this revelation without overwhelming the grade ones? In the past, I have separated the two grades to teach math but I feel that there must be a more dynamic solution to this problem that still allows students at different academic levels to work collaboratively.

One suggestion I have heard is to do "Guided Math." In guided math, the students are grouped (4 or 5 per group) by ability. While the groups are working independently at hands-on math tubs, the teacher works with one group at a time to target the skills they specifically need. This sounds like a good idea but, again, it streams the children by ability rather than allowing for the richness of diversity.

So far I am trying to create open-ended activities so that each child can take it as far as they are able. This allows all children to participate in the activity at some level and opens up rich discussion between students. However, it still poses problems such as: How do you motivate them to work to their maximum capacity? and Do the stronger kids spend too much time helping those who are struggling?

I don't have the answers yet. But I am determined to find a way this year to make it work.