Facilitating Student Interactions in Mathematics in a Cooperative Learning Setting

Лейкин, Роза; Zaslavsky, Orit

doi:10.2307/749784

Cited by 61 publications

(28 citation statements)

References 12 publications

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“…This finding is consistent with the literature findings (Sharan, 1980;Slavin, Madden, & Leavey, 1984;Leikin & Zaslavsky, 1997;Johnson & Johnson, 1981Tarım, 2003;Artut & Tarim, 2007) that suggested cooperative learning method was effective on mathematics teaching. Leikin and Zaslavsky (1999) emphasized that the students generally improved their problem-solving skills while learning mathematics in groups based on cooperation, they could solve more abstract problems and improve their mathematical understanding.…”

Section: Discussionsupporting

confidence: 92%

“…One of the reasons of this is its positive effects on academic achievement (Sharan, 1980;Slavin, Madden, & Leavey, 1984;Johnson & Johnson, 1981Leikin & Zaslavsky, 1997;Tarım, 2003;Artut & Tarım, 2007;Roseth, Johnson, & Johnson, 2008;Slavin, 2011Slavin, , 2015. Although the studies about this learning method have focused on primary and secondary education, it is expressed in the discussions about the benefits of this method that it is also applicable at bachelor degree classes (Emley, 1986;Dees, 1991;Garfield, 1993;Kaptan & Korkmaz, 1995;Artut & Tarım, 2007;Johnson et al, 1998Johnson et al, , 2013Van Voorhis, 1995;Slavin, 2015).…”

Section: Effect Of Cooperative Learning Methods 246mentioning

confidence: 99%

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Effect of Cooperative Learning Method on Prospective Teachers’ Non-routine Problem-Solving Skills and Their Views About the Method

Artut¹

2016

UCER-A

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The aim of this study is to investigate the opinions of the prospective teachers about the effect of cooperative learning method on non-routine problem-solving levels and on solving problems by means of this method. For this purpose, one experimental group and one control group were randomly formed. Ninety-nine prospective teachers participated in the study. A problem-solving test consisting of non-routine problems was used as a pre-test and a post-test. Covariance analysis was conducted on the data obtained from the problem-solving test to determine whether the difference between the experimental group and the control group was statistically significant. It was concluded that the problem-solving performance of the prospective teachers in the experimental group was better than that of the prospective teachers in the control group. The collated interview findings showed that the prospective teachers mentioned positive effects of working on non-routine problems in a cooperative learning group.

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Section: Discussionsupporting

confidence: 92%

Section: Effect Of Cooperative Learning Methods 246mentioning

confidence: 99%

Effect of Cooperative Learning Method on Prospective Teachers’ Non-routine Problem-Solving Skills and Their Views About the Method

Artut¹

2016

UCER-A

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“…In such settings, students develop their mathematical knowledge through the many opportunities they have to offer explanations to their peers (Davidson & Kroll, 1991;Good, Mulryan, & McCaslin, 1992;Newman & Goldin, 1990;Webb, 1985Webb, , 1991. Leikin and Zaslavsky (1997) studied directly the effect of teaching on learning through a special cooperative small-group setting in which students played the role of mathematics teachers. They found that students gained mathematical understanding as a result of explaining their solutions to their peers.…”

Section: Learning Through Teachingmentioning

confidence: 99%

Learning through teaching: The case of symmetry

2000

Self Cite

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A study was carried out within the framework of an undergraduate course in teaching skills and strategies. An experhnental part of the course was desigaled to provide an opportunity for the students to learn a mathematical topic through teaching it to eighth grade pupils in a Learning Through Teaching (LTT) enviromnent.Symmetry was chosen as file focal mathematical topic for the experiment. This paper focuses on the development of the students' understanding of line sy~mnetry. The findings show that the implemented LTT enviromnent served as a vehicle for the student teachers to learn mathematics. In spite of the difficulties they encountered during the study, the students expressed positive dispositions towards symmetry and its role in mathematics.Our study stems from the conviction that symmetry can be helpful both for understanding various mathematical concepts and for solving mathematical problems. We also beheve that symmetry has the potential to foster a rich and powerful learning, teaching, and learning-to-teach environment.The study reported in this paper is part of a larger research project aimed at exploring the concept of symmetry as a tool for the professional development of mathematics teachers (Leikin, 1997). The students who took part in the study were student teachers enrolled in an undergraduate course on general teaching skills and strategies. For the purpose of this study, students were required to learn the concept of symmetry in order to be able to teach it. The development of the students' content and pedago~cal knowledge (Shulman, 1986) was observed, documented, and analysed. This paper focuses on the development of students" knowledge of the concept of line symmetry and their dispositions towards symmetry.

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“…Leikin and Zaslavsky (1997) pointed out that cooperative settings facilitated students' activeness and mathematical communications (e.g., asking questions, giving explanations, and requesting help). Giving related-content explanations and observing other group members interacting are positively related to mathematic achievement (see Webb, 1991, for a review).…”

Section: Benefits Of Cooperative Learning For Mathematicsmentioning

confidence: 99%

Structured cooperative learning as a means for improving average achievers' mathematical learning in fractions

Buchs¹,

Wiederkehr²,

Filippou³

et al. 2015

Inovacije u nastavi

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Facilitating Student Interactions in Mathematics in a Cooperative Learning Setting

Cited by 61 publications

References 12 publications

Effect of Cooperative Learning Method on Prospective Teachers’ Non-routine Problem-Solving Skills and Their Views About the Method

Effect of Cooperative Learning Method on Prospective Teachers’ Non-routine Problem-Solving Skills and Their Views About the Method

Learning through teaching: The case of symmetry

Structured cooperative learning as a means for improving average achievers' mathematical learning in fractions

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