A Cooperative Learning Classroom Focus On Students ' Mathematical Thinking

968 WordsApr 28, 20164 Pages
Purpose The rationale of this case study was to determine whether educators with a cooperative-learning classroom focus on students’ mathematical thinking. The intention of the researchers was to provide educators with insights for instruction and professional development utilizing cooperative-learning in mathematics. Answers to the following questions were to be determined: 1) What is the frequency, type, and length of teacher’s interventions? 2) What is the quality of teachers’ interventions? Participants/Sample Participants were included in six videotaped lessons containing the same content lesson from the same textbook using only a cooperative grouping strategy during the 2002-2003 school year. Lessons were presented by 6th grade teachers, including 5 females and 1 male. All teachers were members of the Middle School Mathematics Project (MSMP). Three teachers taught in Delaware and 3 taught in Texas. Teachers involved in the study had various years of experience with 4 having elementary teacher certificates and 2 having middle school certificates. Five teachers had master’s degrees and 1 had a bachelor degree. Furthermore, classrooms typically had 18-35 students divided into three overall group sizes, large (8 students per group), medium (4-6 students per group) and small (2-3 students per group). Research Design/Data Analysis The intent of this case study was to focus on the teacher providing a opportunity to increase the cognitive process of students in
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