The Effects of Instruction Using Manipulatives in Cooperative Learning Groups on Mathematics Achievement PDF Download
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Author: Jean Lowery
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 66
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Book Description
Author: Jean Lowery
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 66
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Book Description
Author:
Publisher:
ISBN:
Category : Group work in education
Languages : en
Pages :
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Book Description
Author's abstract: "This study determined the effects of student-led cooperative learning teams and the use of reading techniques on third grade math achievement compared to traditional teacher-directed math instruction. Units of study included the teaching of fractions with decimals and multiplication with division. Students were post-tested at the end of each three-week unit of study using a multiple-choice format assessment. Analysis of the data, using two-sample, one tail t tests, showed a statistically significant difference in favor of post-treatment scores. This analysis supports the use of cooperative learning teams combined with reading techniques to increase mathematics achievement."
Author: Kagnew Tarekegn
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659613135
Category :
Languages : en
Pages : 92
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Book Description
Cooperative learning has ancient roots in many societies. As a field, it was originated from social psychology dating back to Norman Triplett's observations in 1898 of cyclists' enhanced performances when they cycled together rather than alone. The application of cooperative learning in the classroom has been the focus of research since early 1970s. In this study, quasi-experimental research design in which pretest-posttest non-equivalent groups design was employed to examine the effects of STAD cooperative learning against traditional lecture on social and mathematics achievement of primary school students. Most people consider cooperative learning as group learning. In practice, cooperative learning is not just group-learning rather it is more than group learning. It is also a cornerstone of inclusive education because inclusion is not something teachers do for a few students rather it is something teachers can do for every student in their class by applying the principles of cooperative learning.
Author: Edna Leticia Hernández Garduño
Publisher:
ISBN:
Category :
Languages : en
Pages : 282
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Author: Areej Barham
Publisher: LAP Lambert Academic Publishing
ISBN: 9783845434421
Category : Group work in education
Languages : en
Pages : 428
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Book Description
The study investigates the rationale and value of using cooperative learning strategies in the mathematics classroom with special reference to its effectiveness in promoting problem solving skills and levels of achievement in mathematics. In this it is compared with traditional teaching methods. The study sample was composed of 348 eighth grade students in eight classes from two separate female and male schools and included female and male teachers. Two female and two male teachers were trained in the use of cooperative learning strategies in their classes during the implementation of the experiment, while the other four teachers had been asked to keep using their usual traditional teaching methods. The experiment took place within two scholastic semesters and the same mathematical content was covered by the two groups within the experiment. Pre- and post-mathematical achievement tests were employed to assess students' progress in achievement and problem solving skills. Also, a programme evaluation questionnaire was applied at the end of the experiment for all students involved. In addition to the quantitative methodology, the study also addressed qualitative issues. All the teachers involved in the experiment, and a sample of students, were interviewed. Lesson observations were conducted within the research programme to evaluate the implementation of the cooperative learning strategies and teachers' and students' responses towards it. In addition, teachers were asked to record weekly diaries to assess their judgement on student progress within the experiment. The researcher recognises that teachers and students who apply cooperative learning strategies might be strongly motivated and be more enthusiastic by the very fact of trying a new strategy. Consideration was, therefore, given to this point at all stages. The study tries to determine if such strategies are really valuable in the mathematics classroom, allowing for all the variables, and have measurable effects in promoting problem solving skills and achievement in mathematics. The study demonstrates that cooperative learning strategies enhance the teaching and learning process by transferring focus from a teacher-centred situation into a student- centred learning context. This enriches the cognitive, competitive and social interaction and, hence, develops outcomes in the cognitive, affective, motivational and social domains. The study proved the positive impact of applying such strategies in enhancing mathematical achievement and promoting problem solving skills compared with the impact made by traditional teaching strategies. Cooperative learning strategies could offer all students with different abilities the opportunities to cooperate, interact and participate in the mathematics lesson. This gave them a chance to do mathematics by themselves, speak their thoughts, offer and receive explanations, introduce several procedures for solving problems and, hence, profit from the mathematical knowledge available in the group as a whole. The new learning approach encouraged students to challenge problems and provided them with the opportunities to speak mathematically, to understand the mathematical concepts and rules and to use them. Results from the study also demonstrated that cooperative learning developed other skills. It improved student interaction, communication and social skills and built more positive attitudes towards learning compared with the traditional methods. Developing student behaviour and personality was, therefore, an important additional feature. The study illustrated that cooperative learning strategies help to solve problems faced by teachers in classroom management. As expected, the research showed that outcomes differed from case to case and from one situation to another. The academic ability of students and the quality of mathematical material played an obvious role emphasising positive or negative affects. On the other hand, gender differences examined in the study showed that, despite female students achieving better results, male students actually displayed more positive attitudes toward mathematics. But again, female students were more enthusiastic in applying cooperative learning. The study is the first of this nature to be applied in Jordan and has several implications for theory and practice. No teaching method is the best, but it is recommended to provide teachers with professional training programmes to apply more developmental teaching methods effectively and to modify mathematical textbooks and teachers' guides for the use of different teaching methods. It is recommended that more research be carried out in different fields of study to concentrate on improving the quality of learning and enhancing problem solving skills.
Author: Larisa Usova
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 94
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Author: Ed Dubinsky
Publisher: Mathematical Association of America (MAA)
ISBN:
Category : Education
Languages : en
Pages : 308
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Author: Fanny Jimenez
Publisher: GRIN Verlag
ISBN: 3638403653
Category : Education
Languages : en
Pages : 19
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Book Description
Seminar paper from the year 2004 in the subject Pedagogy - General, grade: A (excellent), Indiana University (Instructional Systems Technology), course: Instructional Psychology, language: English, abstract: INTRODUCTION There has been a lot of research concerning the problems of implementing new techniques and strategies into classroom instruction. The difficulties of innovation may be due to resistance to change, lack of congruence between teachers’ beliefs and practices and several other factors. This does not sound very optimistic in terms of improving learning situations for students. However, there are some ways to enhance student performance that at first sight do not seem to be very complicated but nevertheless are quite effective without depending on the former mentioned barriers too much. The purpose of this synthesis paper is to present recent findings concerning two of those strategies, cooperative learning and metacognitive instruction, and critically discussing their effectiveness and applicability as well as their limitations and implications for future research. First, a short overview is given on the problem of implementing new techniques in classroom instruction and changing teachers’ practices. This is done to provide a framework and consider the main constraints. Then, research on the two strategies is presented and discussed with regard to applicability and limitations. The main indicator of whether those strategies actually reach the student or not is student achievement as usual, even though it is certainly not the only important one and some other indicators are considered. Finally, a short summary and conclusion is given and implications for future research are considered.
Author: Donald L. Jacobs
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 342
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Book Description
The purpose of this study was to analyze the relationship between the use of a cooperative learning method in a private Christian elementary school mathematics class and the students' academic achievement, friendships between classmates, attitude toward mathematics, and self-concept. Is there a significant difference between Christian elementary school students receiving math instruction in classrooms using cooperative learning groups and those in classrooms using traditional methods on measurements of academic achievement, classroom friendships, attitudes toward mathematics, and self-concept? - Introduction.
Author: John D. Strebe
Publisher: Routledge
ISBN: 1317924347
Category :
Languages : en
Pages : 151
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Book Description
In this book, author and veteran teacher John D. Strebe offers a wide selection of student engagement strategies for math teachers in grades K-12. Strebe shares his class-tested ideas in a clear and spirited voice, with his devotion to the teaching profession and his students apparent on every page. Motivate your math students using the strategies in this book, gleaned from Strebe’s 38 years of teaching experience. Engaging Mathematics Students Using Cooperative Learning shows teachers how to create a climate in which students learn and work respectfully in teams, and in which they strive to improve their math skills together. Additionally, many of the engagement strategies can be applied in classrooms of other subjects. With invaluable ideas to help students remain engaged for longer time periods, this book is especially helpful for teachers instructing in a block schedule.
