The effects of cooperative learning on preschoolers’ mathematics problem-solving ability

Abstract

The aim of this study is to investigate the efficiency of cooperative learning on preschoolers' verbal mathematics problem-solving abilities and to present the observational findings of the related processes and the teachers' perspectives about the application of the program. Two experimental groups and one control group participated in the study. Results found that preschoolers in the experimental groups experienced larger improvements in their problem-solving abilities than those in the control group. Findings also revealed that the cooperative learning method can be successfully applied in teaching verbal mathematics problem-solving skills during the preschool period. The preschoolers' skills regarding cooperation, sharing, listening to the speaker and fulfilling individual responsibilities in group work improved. The teachers' points of view also supported these findings.

The Effects of Cooperative Learning on Students' Mathematics Achievement and Attitude towards Mathematics

“…More opportunities should be given to discussion, problem solving, creating solutions and working with peers. Several educators in the field of mathematics education conducted studies using cooperative learning and found increase in students' mathematics achievement (Brush, 1997;Isik and Tarim, 2009;Nichols and Miller, 1994;Tarim, 2009;Tarim and Akdeniz, 2008). Shimazoe and Aldrich (2010) provides several benefits on the use of cooperative learning approach for students.…”

A conceptual framework for the cultural integration of cooperative learning: A Thai primary mathematics education perspective

“…One main purpose of mathematics education is to help students think mathematically (Ding et al, 2007) and this can be achieved by facilitating problem solving within a cooperative learning environment (Tarim, 2009). In this sense, cooperative learning activities such as group work and discussion in terms of developing a capability for using and applying knowledge, reasoning, and cognitive understanding are more important than memorization of facts and mastery of routine skills in mathematics education (Atagi, 2002).…”

“…Puacharearn and Fisher (2004) also found that even though it is difficult to change the Thai classroom environments, the successful implementation of cooperative learning strategies could be achieved in Thai schools if Thai teachers are provided with sound frameworks to inform their use of cooperative learning. Some research showed that cooperative learning in mathematics in Asian education environments improves problem solving and increases students' engagement (Tarim, 2009). In sum up, the extreme contrast implies that the best selection from the models for Asian culture is meaningless.…”

“…On the contrary, researchers have also shown the effectiveness of cooperative learning in Asian education systems (e.g. Bulut, 2010;Ding et al, 2007;Krongthong, 2003;Puacharearn & Fisher, 2004;Tarim, 2009). Interestingly, Snowman and Biehler (2006) claimed that cooperative learning is more useful for Hispanic-America and Native America students who are from extended families emphasizing cooperation and sharing and Western cultural background students need to be more prepared to work productively.…”

Desenvolvimento e avaliação de uma atividade baseada na solução de problemas em grupo para o ensino integrado de Fisiologia Humana

“…Dees (1991) comparou o desempenho de grupos cooperativos e colaborativos de estudantes de graduação na solução de problema de matemática, demonstrando que os grupos cooperativos tiveram um desempenho maior. Tarim (2009) realizou um estudo com 54 crianças com idades de 5 a 6 anos de escolas privadas da Turquia e constatou que os grupos cooperativos tiveram um desempenho significativamente maior na solução de problemas de matemática do que os alunos que resolveram problemas de maneira individual ou em grupos colaborativos. Estes estudos indicam, portanto, que a aprendizagem cooperativa favorece a solução de problemas quando comparada a estratégias colaborativas ou individuais.…”