The teacher, circulating among and interacting with the groups, encourages them to find ways to solve problems without giving them an example to be emulated, as in traditional classrooms. However, having four to seven cooperative groups simultaneously interacting requires solid classroom-management skills and careful planning by the instructor. Very few experienced teachers received any undergraduate training on managing classrooms in which students work in cooperative groups. New to this type of instructional strategy, many teachers quickly find that moving three desks together does not result in cooperative group learning. Our district found it essential to offer many in-service opportunities in the art of cooperative group dynamics for all teachers.
Technology is another integral part of most integrated mathematics curricula.
Graphing calculators are frequently recommended, and downloaded software programs can be used to enhance instruction. Again, professional development workshops have been vital to success in using technology with a curriculum using real-world data. Unlike many traditional programs, many integrated mathematics programs demand the technology. Finally, assessment models for integrated curricula are normally structured with informal and formal components. Most teachers use written journals, cooperative group evaluations, quizzes, and in-class examinations.