A study examined different teaching styles to determine which was more beneficial to a kindergartner. The study was conducted through the first marking quarter of the school year. Subjects were 24 kindergartners in a suburban, middle class community within the New York City School District. Students were divided into three sample groups meeting in the afternoon just before center time. Samples received math materials, including abacus, dominoes, and Cuisennaire Rods and crayons, to use in completing an activity sheet; a different method of instruction and/or help was employed for each group. Groups were also given magazines to use for clippings from which to construct pictorial grocery shopping lists on construction paper. Role playing, using a book to re-enact, was another activity which was done with each sample individually. Results indicated that samples 1 and 3, both using a measure of cooperative learning, produced results which were not different from each other, but were significantly better than those of sample 2. Findings suggest that cooperative learning procedures have a strong effect in combination with other procedures on math learning. (Contains 7 tables of data; related research, 16 references, and a data sheet are appended.) (CR)