Cooperative Learning Techniques

Paper Summary:

The paper states that cooperative learning is an effective way to develop the ability to communicate with others. The paper notes that teaching is said to be the epitome of efficient and effective communication, and since mathematics is also considered as an area that requires communication between teacher and student, it would seem that teachers of mathematics would embrace such teaching methods in order to teach more effectively. This paper discusses the reasons behind these ideas and discusses how cooperative learning, and other pedagogical techniques can be employed in educational mathematics environments in order to facilitate learning. The paper notes that cooperative learning encompasses many areas of pedagogy with discussions and small group activities being paramount in usage.

From the Paper:

"Implementing techniques in the mathematics classroom can be relatively simple in nature. One study suggests that cooperative learning is best enhanced when, "students are assigned to work in teams of four. Introductory in-class, team-building activities in which teams discuss rules and expectations can foster a positive learning experience" (Doyle, Beatty, Shaw, 1999, p. 73). Fostering a positive learning environment in a mathematics classroom (that is likely perceived as not the most exciting of courses) is likely a key factor in learning in that classroom. In many regards mathematics as it is taught today may not have that positive learning environment. By allowing the students to interact, working together in small groups to discover answers and the step by step process of doing so could be very positive in nature, and would surely add to the positive classroom environment being sought. "

Sample of Sources Used:

• Battersby, D., (2007) Improving subject teaching, British Journal of Educational Technology, Vol. 38, No. 2, pp. 377 - 378
• Becker, W. E., and M. Watts. 2001a. Teaching methods in U.S. undergraduate economics courses. Journal of Economic Education, Vol 32, pp. 269 - 80.
• Becker, W. E., and M. Watts. 2001b. Teaching economics at the start of the 21st century: Still chalk-and-talk, American Economic Review Papers and Proceedings, Vol. 91, No. 2, pp. 446 - 51
• Chin, P., Bell, K.S., Munby, H., Hutchinson, N.L., (2004) Epistemological appropriation in one high school student's learning in cooperative education, American Educational Research Journal, Vol. 41, No. 2, pp. 401 - 417
• Chiu, M.M., (2004) Adapting teacher interventions to student needs during cooperative learning: How to improve student problem solving and time on-task, American Educational Research Journal, Vol. 41, No. 2, pp. 365 - 399

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