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• W59536232 abstract "In this action research study of my classroom of eighth grade mathematics, I investigated the use of cooperative learning groups and whether working in groups changed students’ individual achievement and students’ attitudes toward mathematics. I used my eighth grade class of 13 students along with two different types of group formations: teacher-formed groups and studentformed groups. I discovered that the type of group formation can have an impact on the attitudes of students and how well they work together. I also discovered that there was no real change in students’ achievement, but the longer the group worked together the better they performed. As a result of this research, I plan to continue to find ways to incorporate cooperative group activities but keep groups together for a longer period of time. Cooperative Learning 1 In the public school setting, many classrooms have students with a wide range of abilities, but all are working toward the same goal. Students learn and understand mathematical concepts in a variety of different ways. Teachers have the sometimes-difficult task of trying to identify which strategy works best for each individual student. I believe that in many instances, students can learn better from other students. Working cooperatively is an important life skill that students can use outside the classroom to help work effectively with others to solve any problem or task. Throughout my years of teaching, I became frustrated with the long line of students who were asking questions on homework problems. After my first summer of the Math in the Middle program, I began to realize how much it helped me to be able to discuss with other teachers the mathematical problems that my peers and I were trying to solve. I wanted to help my own students realize that working together toward a common goal with other students can be beneficial to all of them. Although the correct answer is important, I want my students to also realize the importance of understanding the strategies and methods used to solve a problem. My hope is that a student will not just agree that another student’s answer is correct but ask, “How did you work the problem?” or “How did you get that answer?” Exploring together can help them to realize that there are sometimes many different methods that can be used to solve a problem. Problem Statement This issue of group learning follows closely with the National Council of Teachers of Mathematics’ (NCTM) process standard of communication. Students can communicate ideas with their peers about ways to solve particular problems. A student who understands a concept can share his or her ideas and strategies with other students. Sometimes it may be a situation Cooperative Learning 2 where students are brainstorming ideas with one another until a decision is reached as to which may be the best method or approach. This work also would follow the NCTM’s principle of equity. There would be high expectations for students to be able to work cooperatively and support one another as they work together. I would love to create an ideal classroom where all of my students felt comfortable sharing their ideas and strategies with one another. The interaction within cooperative groups helps students feel confident in their own abilities. I feel that it is very beneficial for students to realize that the same problem can be solved by different strategies and still arrive at the same result or conclusion. The cooperative communication between students also can be very beneficial in other curriculum areas where the discussion of ideas is prevalent. Teachers are trying to prepare students for what happens after schooling is done. A person who can work with others cooperatively and willingly share his or her ideas can be a productive member of today’s society." @default.
• W59536232 created "2016-06-24" @default.
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• W59536232 date "2009-01-01" @default.
• W59536232 modified "2023-09-27" @default.
• W59536232 title "Improving Achievement and Attitude Through Cooperative Learning in Math Class" @default.
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