Teacher Interventions in Cooperative-Learning Mathematics Classes

Ding, Meixia; Li, Xiaobao; Piccolo, Diana L.; Kulm, Gerald

doi:10.3200/joer.100.3.162-175

Cited by 70 publications

(48 citation statements)

References 28 publications

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“…As Ding et al (2007) found, this is not at all easy for teachers; there is a strong tendency to explain. However, this intervention led to unusual discussions between small groups of students in the mathematics lesson.…”

Section: Experiments With Process Helpmentioning

confidence: 95%

“…The phenomenon whereby students adopt an (other) answer from a peer without explaining it was observed by others, for instance when students consider their peers as experts (Amit and Fried 2005;Pijls et al 2007a). A further observation by Ding et al (2007) was that two of the six teachers intensively stimulated the students to explain their work to each other, but that the majority mainly focussed on individual student questions (even during group work) and hence missed opportunities for encouraging peers to perform key activities. They mention that "teachers are often so occupied interacting with many individual students that they neglect peer interaction" (Ding et al 2007;p.…”

Section: Daily Practice In Mathematics Educationmentioning

confidence: 99%

“…A further observation by Ding et al (2007) was that two of the six teachers intensively stimulated the students to explain their work to each other, but that the majority mainly focussed on individual student questions (even during group work) and hence missed opportunities for encouraging peers to perform key activities. They mention that "teachers are often so occupied interacting with many individual students that they neglect peer interaction" (Ding et al 2007;p. 172) and conclude that teachers should use peer resources effectively.…”

Section: Daily Practice In Mathematics Educationmentioning

confidence: 99%

“…In their study, Ding et al (2007) distinguished three categories of teacher interventions: a) teachers' guidance focussing on the learning goal and students' cognitive obstacles, b) promoting student thinking, and c) encouraging high-level peer discussion. In a study of cooperative lessons in six mathematics classes they observed the occurrence of those activities in the lessons and found that teachers rarely used students' errors as a springboard for further learning.…”

Section: Daily Practice In Mathematics Educationmentioning

confidence: 99%

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Students discussing their mathematical ideas: the role of the teacher

Pijls¹,

Dekker

2011

Math Ed Res J

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This article adds to current research on enhancing student discourse in mathematics teaching specifically in secondary schools but with equal relevance to elementary schools. Three mathematics teachers in secondary education were confronted with the question of how to encourage students to discuss their work with each other in the daily practice of their mathematical lessons. In response to this question the teachers devised three different approaches to encourage student discourse. One of the teachers chose to experiment with another setting to perform mathematical tasks that involved students working together on a group test. The second teacher experimented with a new kind of help when students were working on their maths tasks and asked for assistance. The third created a new setting in which the teacher (temporarily) did not provide mathematical hints and the students had to solve their own problems. The three teachers were very motivated, but they all had difficulties in not giving explanations themselves when supporting their students in their collaborative mathematical learning. They found that temporarily diminishing their product help stimulated discussion between students. It also became clear that the process of teacher reflection and follow-up discussions with the researcher/observers promoted changes of practice.

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Section: Experiments With Process Helpmentioning

confidence: 95%

Section: Daily Practice In Mathematics Educationmentioning

confidence: 99%

Section: Daily Practice In Mathematics Educationmentioning

confidence: 99%

Section: Daily Practice In Mathematics Educationmentioning

confidence: 99%

See 2 more Smart Citations

Students discussing their mathematical ideas: the role of the teacher

Pijls¹,

Dekker

2011

Math Ed Res J

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show abstract

“…Kalaian and Kasim (2014) used the same method in statistics and revealed that collaborative learning method supported the effectiveness of the small-group learning methods in improving the academic achievement of the students. However, Ding, Li, Piccolo, and Kulm (2007) found that length, choice and frequency of teachers' intervention frequency may influence the quality of the intervention. In addition to that, they also suggested that students' mathematical thinking and understanding should also be addressed regardless of the interventions used by the teachers.…”

Section: International Journal Of Research Studies In Education 93mentioning

confidence: 99%

Effect of study group on grade 9 students’ achievement in solving trigonometric problems

Gurat¹,

Sagun²

2017

IJRSE

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Trigonometry serves as an important precursor to calculus as well as college level courses.However, a possible factor that affects students from learning is teachers' strategies in teaching. Several studies reveal that cooperative learning such as study group can increase achievement of students in mathematics. This study focused on the effects of study groups on the grade 9 students' achievement in trigonometric problems. It sought to identify the achievement of the students in problem solving before and after the interventions and to compare the interventions, the group taught with study groups and taught with the existing method. The study used true experimental design particularly pretest-posttest control group design. The study was analyzed through frequency count and percentage of scores, Wilcoxon rank test, and t-test for independents samples. The subjects of the study were the Grade 9 students in a public high school in Nueva Vizcaya, Philippines. The results revealed that majority of the students' achievements increased. Moreover, the intervention with a study group and the existing method can improve the students' performance in solving trigonometric problems. Furthermore, the result suggests that study group method was more effective than the existing method.

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Collaborative Problem Solving and the Assessment of Cognitive Skills: Psychometric Considerations

Davier

Halpin

2013

ETS Research Report Series

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Collaboration is generally recognized as a core competency of today's knowledge economy and has taken a central role in recent theoretical and technological developments in education research. Yet, the methodology for assessing the learning benefits of collaboration continues to rely on educational tests designed for isolated individuals. Thus, what counts as evidence of learning does not correspond to current best practices for teaching, and it does not reflect what students are ultimately expected to be able to do with their knowledge. The goals of this paper are to give an overview of the research conducted in several fields of work related to collaboration, propose a framework for the assessment of cognitive skills (such as science or math) through collaborative problem‐solving tasks, and propose several statistical approaches to model the data collected from collaborative interactions. This research contributes to the knowledge needed to support a new generation of assessments based on collaboration.

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Teacher Interventions in Cooperative-Learning Mathematics Classes

Cited by 70 publications

References 28 publications

Students discussing their mathematical ideas: the role of the teacher

Students discussing their mathematical ideas: the role of the teacher

Effect of study group on grade 9 students’ achievement in solving trigonometric problems

Collaborative Problem Solving and the Assessment of Cognitive Skills: Psychometric Considerations

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