WGU D180 - TASK 3 EDUCATIONAL
RESEARCH | ACCURATE AND
VERIFIED | UPDATE
2026
Educational Research – Task 3
Danielle Manning
Western Governors University
11|08|2026
,A. After you have passed Tasks 1 and 2, copy and paste each of the
following items into this task:
• topic from part A1 of Task 1
• how the topic aligns with the field of curriculum and instruction
The proposed topic of how small group intervention supports 6 th
graders who struggle with ratios and proportional relationships aligns
closely with the field of curriculum and instruction because it not only
focuses on what the students are taught, but how they are taught.
Ratios and proportional relationships are a major focus of the Ohio
Learning Standards for Grade 6 Mathematics, which emphasizes
developing deep conceptual understanding and the ability to reason
multiplicatively. Because these standards outline what students must
know and be able to do, examining how to effectively teach these skills
becomes an essential part of curriculum work. By using small group
instruction as an intervention, the study directly connects to
instructional design, differentiation, and evidence-based teaching
practices. Using a small group model allows me to adjust pacing,
clarify misconceptions, and provide targeted support based on
students' prior knowledge, which strengthens the alignment between
instructional strategies and curricular goals. This way, my research will
impact both what is taught and how it is taught so all students can
achieve mastery (Ohio Department of Education, 2020).
, • why this topic is important to the field of curriculum and instruction,
supporting the discussion with two citations from professional
literature
This topic is important to the field of curriculum and instruction
because it directly addresses how instructional structures can
increase access to core mathematical content. Research on small-
group instruction shows an impact of mathematical achievement by
adjusting instructional design, not just the curriculum, can significantly
strengthen learning outcomes. In a large, randomized field
experiment, small group mathematics instruction led to measurable
gains in student performance. Difficulties with ratio and proportional
reasoning from gaps in understanding can hinder students’ long-term
learning. Research shows that small-group instruction is one of the
most powerful ways to do that.
Prediger et al. (2025) found that when teachers worked with
students in small groups and focused on building their understanding of
key math concepts, those students made noticeable progress. The
small-group setting gave teachers the chance to really see that
students understood, address misconceptions, and help them talk
through their thinking. Filling gaps during small-group also improved
their regular classroom instruction too, which helps all students.
Bonesrønning et al. (2022) also showed that small-group math
instruction can raise students’ overall performance, even in large,
RESEARCH | ACCURATE AND
VERIFIED | UPDATE
2026
Educational Research – Task 3
Danielle Manning
Western Governors University
11|08|2026
,A. After you have passed Tasks 1 and 2, copy and paste each of the
following items into this task:
• topic from part A1 of Task 1
• how the topic aligns with the field of curriculum and instruction
The proposed topic of how small group intervention supports 6 th
graders who struggle with ratios and proportional relationships aligns
closely with the field of curriculum and instruction because it not only
focuses on what the students are taught, but how they are taught.
Ratios and proportional relationships are a major focus of the Ohio
Learning Standards for Grade 6 Mathematics, which emphasizes
developing deep conceptual understanding and the ability to reason
multiplicatively. Because these standards outline what students must
know and be able to do, examining how to effectively teach these skills
becomes an essential part of curriculum work. By using small group
instruction as an intervention, the study directly connects to
instructional design, differentiation, and evidence-based teaching
practices. Using a small group model allows me to adjust pacing,
clarify misconceptions, and provide targeted support based on
students' prior knowledge, which strengthens the alignment between
instructional strategies and curricular goals. This way, my research will
impact both what is taught and how it is taught so all students can
achieve mastery (Ohio Department of Education, 2020).
, • why this topic is important to the field of curriculum and instruction,
supporting the discussion with two citations from professional
literature
This topic is important to the field of curriculum and instruction
because it directly addresses how instructional structures can
increase access to core mathematical content. Research on small-
group instruction shows an impact of mathematical achievement by
adjusting instructional design, not just the curriculum, can significantly
strengthen learning outcomes. In a large, randomized field
experiment, small group mathematics instruction led to measurable
gains in student performance. Difficulties with ratio and proportional
reasoning from gaps in understanding can hinder students’ long-term
learning. Research shows that small-group instruction is one of the
most powerful ways to do that.
Prediger et al. (2025) found that when teachers worked with
students in small groups and focused on building their understanding of
key math concepts, those students made noticeable progress. The
small-group setting gave teachers the chance to really see that
students understood, address misconceptions, and help them talk
through their thinking. Filling gaps during small-group also improved
their regular classroom instruction too, which helps all students.
Bonesrønning et al. (2022) also showed that small-group math
instruction can raise students’ overall performance, even in large,
