Cooperating to learn mathematics: Some lessons from Year 7

Abstract

Cooperative learning is often advocated as a way of improving mathematical learning. This study examined how a small class of Year 7 students, with learning difficulties in mathematics, responded to a program of intervention based on working in small groups. The aim was to improve attitudes and achievement across three domains: social, affective and cognitive. The cooperative learning strategy had a positive effect on students' attitudes in the affective domain, but made little difference to their performance in word problem tests. These findings are illustrated by three case studies of students who responded differently to the cooperative learning approach.