Cooperative Learning in Mathematics

Cooperative Learning in Mathematics Recently, there have been many new trends in using cooperative learning in many classrooms, especially in mathematics classes. Collaborative learning means that students cooperate to achieve a common goal. In this case, if other students in the group also achieve their learning objectives, students need to feel that they can achieve only their own learning objectives. Students must understand that their achievements are interrelated.

In order to learn the outline of cooperative learning of mathematics, please try joint learning with undergraduate math. Key questions and effective strategies published by the American Mathematical Association edited by Elizabeth C. Rogers, Barbara E. Reynolds, Neil A. Davidson, and Anthony D. Thomas reviewed the MAA's online book review, I learned about books. Journal of Mathematical Research (IBL) publishes course notes for specific mathematics courses designed around inquiry-based learning. The journal is funded by the Education Progress Foundation, which is dedicated to Moore's mathematics teaching method firmly. There, students basically prove all important theorems of the curriculum from the beginning. This is the core version of IBL that is often used in some graduate programs, but there are "lighter" versions even in undergraduate courses and introductory courses.

Mathematical collaborative learning is essential if mathematical teachers want to improve problem solving skills, mathematical communication abilities, mathematical reasoning abilities, mathematical importance, confidence in the ability to apply mathematics, and even more confidence. Abilities of people to apply mathematical knowledge to the situation of new problems in the world. Competition and individualism issues should be given from time to time (even if students passively accept information), the dominant goal structure in mathematics should be collaborative.

Mathematical problem solving can best be taught by using collaborative learning techniques. Students should be provided with processes, stages and strategies to make mathematical problems easier to learn. The teacher must also consider providing realistic mathematical situations to challenge the students and students begin to recognize the necessity and essence of being a good problem solver.

The teacher will do collaborative learning in mathematics lessons in a fairly simple way such as students asking partners to decide answers to their questions and students to work on site to check their mutual homework You can start. Assign students to the group and tell them to work together. The role of teachers in collaborative learning context building includes the clarification of the purpose of the curriculum, the placement of students in research groups, the provision of appropriate teaching materials, a clear explanation of the structure and learning tasks of the student, Includes supervision of work, evaluation of student's grades. The interpersonal and group skills necessary to teach the students can be completed simultaneously with the teaching materials.