An Overview of Research on Cooperative Learning Related to Mathematics

Davidson, Neil; Kroll, Diana Lambdin

doi:10.2307/749185

Cited by 59 publications

(49 citation statements)

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“…Johnson et al found that cooperative learning encouraged "achievement and productivity" (Davidson and Kroll, 1991;Griffin and Griffin, 1998). Actually, this is significantly true in less than half of the studies done prior to 1991; they either favor cooperative learning or they are inconclusive because of unforeseen variables (Davidson and Kroll, 1991;Griffin and Griffin, 1998). Webb believes that by analyzing the types of feedback and questions occurring in the group setting, cooperative learning can be structured in a way that benefits all students in a statistically significant way (1991).…”

Section: Definitionmentioning

confidence: 99%

“…There are many types of cooperative learning groups that can be clearly defined (Davidson and Kroll, 1991) In this study, we are focusing on cooperative learning using peer tutoring. Johnson et al found that cooperative learning encouraged "achievement and productivity" (Davidson and Kroll, 1991;Griffin and Griffin, 1998).…”

Section: Definitionmentioning

confidence: 99%

“…Cooperative learning diverges from traditional methods that are based on personal performance and competition (Davidson and Kroll, 1991).…”

Section: Definitionmentioning

confidence: 99%

“…Cooperative Learning happens in a small group setting where students share ideas and work together to accomplish school work (Davidson and Kroll, 1991). Cooperative learning diverges from traditional methods that are based on personal performance and competition (Davidson and Kroll, 1991).…”

Section: Definitionmentioning

confidence: 99%

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An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

Grimm¹

2004

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Section: Definitionmentioning

confidence: 99%

Section: Definitionmentioning

confidence: 99%

“…Cooperative learning diverges from traditional methods that are based on personal performance and competition (Davidson and Kroll, 1991).…”

Section: Definitionmentioning

confidence: 99%

Section: Definitionmentioning

confidence: 99%

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An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

Grimm¹

2004

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“…Group work supports student development of quantitative skills on several levels [Davidson and Kroll, 1991]. Students in groups have opportunities to verbalize their quantitative thinking and to share and defend the logic involved in quantitative problem solving.…”

Section: Strategies For Successful Quantitative Teachingmentioning

confidence: 99%

Making Undergraduate Geoscience Quantitative

et al. 2008

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Modern geoscience uses equations, models, and numbers in conjunction with observations, maps, and words as fundamental tools for investigating Earth. Yet the U.S. public persists in viewing the study of Earth processes as highly qualitative and, in many states, as a remedial science course that is not accepted as appropriate preparation for admission to U.S. colleges and universities. Geoscience teachers and faculty are working to change this perception by increasing the quantitative content of the geoscience curriculum. From the most mathematical of senior theses to the most basic of introductory courses, geoscience instructors can make these courses more reflective of the full range of tools used in the geosciences by including the quantitative content and methods that pervade geoscience. In addition to being provided with a more realistic perception of our science, college students whose major study is the Earth sciences will be better prepared for geoscience careers and all of our students will be more quantitatively literate.

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Collaborative learning effects when students have complete or incomplete knowledge

Retnowati

Ayres

Sweller

2018

Applied Cognitive Psychology

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Cognitive load theory was used to hypothesize that the effectiveness of collaborative learning is moderated by the completeness of the prerequisite knowledge bases of group members. It was predicted that when group members have gaps in their knowledge base that can be filled by other group members, collaborative is superior to individual learning. In contrast, if group members have no prerequisite knowledge gaps, then collaborative learning is redundant and as a consequence inferior to individual learning. To test these, 58 grade 7 Indonesian students were randomly assigned to work collaboratively or individually on intermediate mathematics problems, with either full knowledge or gaps in their knowledge base. The results indicated that with gaps, collaboration led to superior learning. However, with a more complete knowledge, individual learning was superior to collaborative learning due to redundancy effects. The results suggest that collaboration does not always lead to superior learning compared with individual study. KEYWORDScognitive load theory, collaborative learning, impact of knowledge base

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An Overview of Research on Cooperative Learning Related to Mathematics

Cited by 59 publications

References 0 publications

An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

Making Undergraduate Geoscience Quantitative

Collaborative learning effects when students have complete or incomplete knowledge

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