Co‐operative learning and adaptive instruction in a mathematics curriculum

Effects of Training in the Use of Social and Cognitive Strategies: An Intervention Study in Secondary Mathematics in Co‐Operative Groups

“…The model is based on theories about co-operative learning and cognitive learning theory. The AGO model is designed for the middle grades, 12 to 16 year-old students (Freudenthal, 1973;Terwel, 1990;Terwel, Herfs, Mertens, & Perrenet, 1994). In terms of a classification of Mason and Good (1993), we can describe the model as a whole-class model that allows for student diversity through small-group ad-hoc remediation and enrichment on a daily basis.…”

The maintenance of cooperative and helping behaviours in cooperative groups

“…standing and problem-solving (Wicker, Nunnery, & Bol, 1997;Terwel, Herfs, Mertens, & Perrenet, 1994), conceptual learning in science (Howe, Tolmie, Greer, & McKenzie, 1995;Lonning, 1993) to narrative writing in small groups (Mathes, Fuchs, & Fuchs, 1997;Zammuner, 1995). In the affective area, cooperative learning fosters social skills in students of all ages (Jordan & LeMetais, 1997), self-esteem (Lazarowitz & Karsenty, 1990), positive attitudes towards others in the group (Bennett, 1991), motivation to learn (Sharan & Shaulov, 1990) and social acceptance of children who are disabled by their non-disabled peers (Slavin, Madden, & Leavey, 1984).…”

A Social Perspective on New Learning

“…In this project an effect size of .68 was found. Low-achieving pupils profited less from learning in small groups than high-achieving pupils (Terwel, Herfs, Mertens, & Perrenet, 1994).…”