E-cooperative problem solving as a strategy for learning mathematics during the COVID-19 pandemic

Abstract

The aim of the article is to present the benefits of cooperative learning in mathematics in distance teaching conditions during the COVID-19 pandemic. In longitudinal studies, six math teachers formed a collaborative network and developed scenarios for three projects to be implemented by students on an educational platform. During their eight-week implementation, the principles of cooperative learning, using the methodical implications of the self-determination theory (SDT) have been followed. Mathematical problems were solved using the capabilities of the Teams platform. Among students (N = 104) from five sixth grades of primary school who took part in the study, measurements of social-emotional skills were carried out using the Distance Learning Climate questionnaire (DLC-21), designed for the study. The students have shown a high level of mathematical performance (84.8%), the significant increase of the relatedness to the group and the significant decrease in a sense of situational fear. The results also indicate a high level of students' sense of competence and satisfaction associated with the implementation of mathematical projects. The obtained results should be included in further research on the effectiveness of distance mathematics teaching methods.

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“…El trabajo de investigación se realizó durante las restricciones educativas derivadas por la pandemia originada por la Covid-19 (García-Peñalvo, 2021;Gil-Fernández et al, 2021;Knopik y Oszwa, 2021;Murphy, 2020). Tanto el profesorado como el alumnado se conectan a través de un ordenador y/o un dispositivo móvil a la asignatura desde su propio hogar.…”

La evaluación de la producción científica a debate

“…Therefore, 2022 will be an exciting year because of the challenges we will face as a journal, but also as a community of researchers, hoping that the pandemic that is ravaging us will subside and that we can resume scientific activities as usually as possible or adapt even more to an increasingly hybrid reality Knopik & Oszwa, 2021).…”

“…Por tanto 2022 se plantea como un año apasionante por los retos a los que nos enfrentaremos como revista, pero también como comunidad de investigadores, deseando por otra parte que la pandemia que nos asola vaya remitiendo y podamos retomar las actividades científicas con la mayor normalidad posible o adaptarnos más si cabe a una realidad cada vez más híbrida Knopik & Oszwa, 2021).…”

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“…The learning process implements the lesson plan, which includes preliminary, core, and closing activities. Initial activities include psychological and physical preparation of students by the teacher to take part in learning, provide motivation, ask questions related to previous knowledge of the material to be studied, explain the objectives, and convey the scope of the material (Knopik & Oszwa, 2021). The instructor adapts models and approaches, media, and learning resources to the students' and subjects' qualities during the core activity.…”