Kooperativt lärande i matematik är en framgångsrik metod och lärare över hela världenförespråkar och arbetar utifrån detta arbetssätt (Kagan och Stenlev, 2017). Syftet meddenna kunskapsöversikt blev således att undersöka vad som krävs för att göra kooperativtlärande kunskapsutvecklande och vilken roll läraren har. Undersökningen gjordes genomsammanställning och analys av befintlig forskning. Sökningar genomfördes i olikadatabaser för att identifiera vetenskapliga artiklar som sedan analyserades ochsammanfattades. Resultatet visade att läraren har en betydande roll i det kooperativalärandet för att det ska fungera. Utifrån resultatet fick vi fram att gruppsammansättningar,undervisning om kooperativt lärande samt att ge elever med neuropsykiskafunktionsnedsättningar (NPF) stöttning är framgångsfaktorer i det kooperativa lärandet.Avslutningsvis diskuteras resultatet utifrån personliga erfarenheter samt vad som skullekunna vara relevant för framtida forskning.

The following study aims to investigate how pupils benefit from the work with problem solving in cooperative learning and what mathematical abilities the pupils develop in this type of work. The target of this study is elementary school. The result of this study is based on a selection of scientific articles. The problem statement has been a decisive factor in the choice of articles. The conclusion of this study is that the pupils benefit from problem solving within cooperative learning because it supports pupils' ability to solve mathematical problems. Also the students benefit from discussions with their peers when they are reasoning together and use mathematical terms. The abilities that develop using problem solving in mathematics education are abilities that are stated in Lgr11 (Skolverket, 2019) and creative abilities. Other abilities that develop using problemsolving within cooperative learning are logical thinking and reasonableness assessment.

Over the past decade, there has been an increasing push for foreign language teachers to use a communicative approach to language instruction. One area this can be seen is through role-plays, activities where students take on a persona other than themselves to complete a task in the target language. Despite the growing popularity of role-play, there has been little empirical research looking at the impact of role-play on students. In particular, the differences between large group and small group role-plays remain virtually unstudied. This thesis looks at role-play in Chinese language classrooms from the perspectives of both teachers and students. To obtain the teacher perspective educators throughout Massachusetts were surveyed about their attitudes and approach to using role-play. To better understand student attitudes towards role-play, a wide variety of role-plays were observed and data was collected from the participants. Observations of over fifty role-plays showed that large group role-plays have a wide variety of benefits including: increasing student enjoyment, providing more opportunities for peer learning/teaching, and enabling teachers to give more immediate feedback. These implications as well as other suggestions for how to successfully use role-play in the language classroom are explored more fully later in the thesis. In order to make role-play more accessible to foreign language teachers, a series of role-play lesson plans based on the principles discussed are also provided in the appendix.

Le processus de définition des compétences clés en Europe et en France a fait des compétences sociales (CS) unpilier essentiel de la scolarité obligatoire. Après avoir tenté de faire le point sur les débats et les perspectives del’approche par compétences (APC) en éducation, nous proposons un cadre de compréhension des CS. Au-delàde ce travail de définition et d’examen de la littérature, notre recherche s’est engagée sur deux voies : identifierles enjeux inhérents aux CS et envisager des perspectives de formation pour ces dernières. Après avoir soulignéles intérêts des CS pour les élèves et les futurs citoyens, notre première contribution empirique a fait émerger unréel décalage entre les discours politiques et la réalité pédagogique. L’enjeu pour les CS est donc avant tout detrouver un réel terrain d’expression pédagogique dans l’enseignement du second degré en France. Les CS offrentdifférentes perspectives pour l’enseignement. Elles questionnent nos pratiques pédagogiques quant à la placeeffective des élèves et quant au choix des méthodes d’apprentissage. Le cadre théorique du socioconstructivismedans lequel nous positionnons notre travail de thèse, montre l’importance des interactions sociales pour faireapprendre. Plus particulièrement le courant de l’apprentissage coopératif (AC), qui fonde nos propositions, a faitla preuve de son efficacité comparativement aux méthodes individuelles (Johnson et Johnson, 2000). Cependant,si la coopération est un vecteur d’efficacité pédagogique, mettre ensemble ne suffit pas. Les études de Gillies(1996, 2002, 2006) soulignent la nécessité de proposer une formation à la coopération. A ce titre, l’apportprincipal de notre travail de thèse réside dans la proposition d’un exemple concret de formation à la coopérationau collège. Nous avons pu montrer que celle-ci avait dans une certaine mesure permis de faire évoluer lesconduites interactives des élèves en EPS et en Sciences Physiques (2ème contribution empirique). / The process of definition of the key competence in Europe and in France made social competence (SC) anessential pillar of the compulsory education. After trying to review the debates and the prospects of the approachby competence in education, we propose a frame of understanding of the SC. Beyond this work, our searchfocused on two main topics: identify the stakes inherent to the SC and envisage prospects of training for these.Having underlined the interests of the SC for the students and the future citizens, our first empirical observationshave revealed a real gap between the political speeches and the educational reality. The stake for the SC is aboveall to find a real ground of educational expression at secondary school in France. The SC offers variousprospects for the education. They question our educational practices as for the actual place of the students and asfor the choice of the methods of learning. The theoretical frame of the socioconstructivism in which our thesis issituated, shows the importance of the social interactions to teach. More particularly, the trend of the cooperativelearning (CL) which is the base of our investigations, shows its efficiency compared with the individual methods(Johnson and Johnson, on 2000). However, if the cooperation is a vector of educational efficiency, put togetherpupils in small groups is not enough. The studies of Gillies (1996, 2002, 2006) underline the necessity ofproposing a training in the cooperation. As such, the main contribution of our work of thesis lives in theproposition of a concrete example of training in the cooperation at the school. We were able to show that thisone had to a certain extent allowed to develop the interactive behaviour of the students in Physical Education andin Physical Sciences.

In this study, I examined the topic of teaching for visual literacy by mathematics teachers in Tanzanian secondary schools. One of the goals of teaching mathematics in these schools is for learners to acquire mathematical knowledge and skills, which will be useful in their daily lives and future careers. Several studies have shown that visual literacy enables learners to acquire knowledge and skills that are also useful in their lives and future careers. It is a well-known fact that mathematics plays an important role in human endeavours, and life in general. On the one hand, research persistently reports that mathematical concepts are too abstract and complex for learners, which makes it difficult for teachers to teach these concepts effectively. On the other hand, the literature suggests that teaching mathematics for visual literacy could assist learners in understanding mathematical concepts easily, and developing visual literacy skills. Learners could better understand the mathematical concepts being taught and acquire visual literacy skills through the use of both teacher-centred and learner-centred teaching styles and various teaching strategies, including traditional teaching; group work, in particular cooperative learning; discovery; problem-based learning; multimedia instruction; as well as providing an opportunity for learners to interpret visual information and use visual media. Using a case study of three mathematics teachers from three schools, this study examined how Tanzanian secondary school mathematics teachers taught for visual literacy in Form 2 classrooms. The data was collected using classroom observations and interviews. The findings from the collected data have suggested that Tanzanian mathematics teachers do not meet the requirements for teaching mathematics for visual literacy due to various factors, such as the length of the syllabus, lack of pedagogical content knowledge, insufficient technology and dynamic media in schools, teachers' beliefs, National Examinations rules and regulations, and overcrowded classrooms. Recommendations for further studies based on this study have also been made. / Dissertation (MEd)--University of Pretoria, 2016. / Science, Mathematics and Technology Education / MEd / Unrestricted

Syftet med denna kunskapsöversikt är att genom befintlig forskning undersöka på vilket sätt elever kan utveckla de fem matematiska förmågorna - kommunikations-, resonemangs-, begrepps-, metod- och problemlösningsförmågan - genom kooperativt lärande samt synliggöra elevers perspektiv av denna metod. Kooperativt lärande är en metod som bygger på sociala interaktioner där uppgiften ska leda till ett gemensamt mål. Genom sökningar i olika databaser analyserades och sammanfattades 12 olika vetenskapliga artiklar. Resultatet visar att kooperativt lärande har en positiv inverkan på fyra av de fem matematiska förmågorna (undantag för metodförmågan som tas upp i diskussionen) hos elever om samarbetet fungerar som det ska samt att majoriteten av eleverna finner metoden positiv och givande. Många elever menar att det är en fördel att kunna diskutera och resonera tillsammans med sina klasskamrater när de fastnar på en uppgift, vilket är en stor del av det kooperativa lärandet. Däremot anser en del elever att ljudnivån i klassrummet kan öka när man arbetar i grupp, vilket kan leda till att det blir svårt att koncentrera sig. Resultatet visar även att lärarens roll är viktig för att metoden ska fungera på ett gynnsamt sätt, läraren ska finnas som stöd genom att lyssna aktivt och ställa följdfrågor, för att ge eleverna förutsättningar att utveckla sin språkliga kompetens. Även gruppkonstellationerna är av yttersta vikt för att få en så lärorik undervisning som möjligt, det är viktigt att alla i gruppen deltar och att man har ett ömsesidigt beroende i gruppen, vilket är en av grundprinciperna inom kooperativt lärande. Däremot påvisar resultatet att gruppsammansättningar är en svår uppgift och att det inte finns tillräckligt med forskningsmaterial för att kunna ge konkreta rekommendationer för hur man som lärare ska sätta ihop grupper på bästa sätt, därför har relationen mellan lärare och elev stor betydelse. Läraren måste känna eleverna för att kunna göra så bra grupper som möjligt, som i sin tur ska kunna arbeta kooperativt, för att alla elever ska utveckla sina matematiska förmågor. I början av läroplanen för grundskolan, förskoleklass och fritidshem står det klart och tydligt att eleverna ska få möjlighet att utveckla sin samarbets- och kommunikationsförmåga. Ordet kooperativt lärande står däremot inte skrivet och läroplanen är tolkningsbar, men ett sätt att tolka den är att eleverna ska få möjlighet att utveckla dessa förmågor genom just kooperativt lärande. Som framtida lärare är det relevant att undersöka det kooperativa lärandet för att veta hur man ska arbeta med denna metod för att ge eleverna optimala förutsättningar till att utveckla sina matematiska förmågor. Som ett avslut på denna kunskapsöversikt diskuteras resultatet utifrån forskningsartiklarna och personliga erfarenheter från vår verksamhetsförlagda utbildning samt frågor i relation till vårt resultat som skulle kunna vara intressanta att undersöka i framtida studier.

This study examines how students benefit from working with cooperative learning in mathematics lessons. Furthermore, the study investigates whether the motivation to work with mathematics can be increased through cooperative learning. The study is based on these two questions to examine relevant research regarding this specific area. The search process has been carried out through several databases such as ERIC and Google scholar. Through these databases an amount of nine scientific articles has been compiled. With the help of previous research, the study has shown that cooperative learning has a major impact on the development of students' knowledge. Additionally, cooperative learning has been proven to benefit the motivation of the students, thus playing an important role in their learning process. The result of this study also shows how cooperative learning can be one of the most meaningful teaching methods. This contributes to higher participation and creates a higher knowledge development than the traditional learning methods. Through cooperative learning the students get the chance to act as learning resources for each other in the classroom, which strengthens the learning value. This is based on the indication that the cooperative teaching method forms a collaboration between the students, thus promoting their knowledge and social abilities at the same time.

The advent of democracy has witnessed radical changes in the demographic constitution of the learner population in schools. Many teachers now encounter classes that comprise learners from diverse racial, ethnic, religious and language backgrounds. How do these teachers ensure quality education in such a class of diverse learners? Accordingly, this research study set out to explore quality and diversity in a class of diverse learners with particular emphasis on the role of the teacher. The meta-theoretical paradigm that directed it was a combination of constructivism and interpretivism. The methodological paradigm employed a qualitative mode of inquiry and various sampling techniques to select the participants. Convenience sampling was used to select three schools, two classes per school and five learners per teacher, while purposive sampling were used to select two teachers per school. A mix of instruments was used to collect the data, such as semistructured interviews, observations, field notes and a researcher journal. Findings from this study were fivefold. First, the training that teachers received with regard to diversity is insufficient and does not prepare them to teach a class of diverse learners. Second, the role of the teacher is complex and requires them to fulfil more than one role at a time; even though some roles are neglected, the majority of teachers focus on the role of facilitator. More emphasis should be placed on the importance of the roles and how they can contribute to quality in education. Third, teachers must follow an asset-based approach in a class of diverse learners. By using difference as a resource and an asset, teachers will be able to encourage open class discussions, involve learners in the lesson, keep their attention and use this to promote their understanding about complex topics and terms. Fourth, teachers have to make certain adjustments to their teaching style to accommodate diverse learners. It is important for all teachers to examine their own attitudes towards teaching diverse learners in order to provide the best education possible. Finally, certain quality assurance methods are in place at schools, but just how appropriate they are is debatable. New approaches must be developed and utilized to meet the needs of the current social context in South Africa to ensure that quality teaching takes place at schools. / Dissertation (MEd)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

In our study, the problem area is that concept teaching in mathematics is too low to be able to achieve mathematical understanding. Mathematics also has two different parlance ​​that make teaching difficult and create a lack of clarity about which one of these parlances to use at which occasion and how these parlances ​​should be interpreted and how they are linked.  We have conducted an interview study with semi-structured interviews. The respondents consist of 16 teachers who were selected through our inclusion- and exclusion criteria. The material was transcribed, coded, and categorized, and we used the socio-cultural perspective as a theoretical framework to analyse the material.  One conclusion we can draw from the results of this interview study is that the teachers in this study express that they are aware that cooperative learning is beneficial for students' understanding of concepts, but that organizational problems such as lack of planning time, too few educators and too large classes make it is difficult to conduct a developing concept teaching. This can be a reason why the textbook takes up a lot of space in the classroom. Another conclusion we can draw is that the teachers in this study express that they have subject knowledge and that their pedagogical knowledge at certain times is not sufficient, especially when it comes to supporting students who need extra support and students with Swedish as a second language. Another conclusion we can draw from the results is that the students have difficulty transferring the concrete to the abstract in mathematics. This may be because the language used by the students is the everyday one, which does not correspond to what the students encounter in the textbooks and on tests. As the students get the smallest speaking space, they also rarely get the chance to use any of the language. The use of everyday language is not advocated in the socio-cultural perspective, but can be questioned when students do not encounter the correct language in everyday life, and can become an element in the teaching that can not relate to everyday life.

Denna kvalitativa studie undersöker lärares uppfattningar om kooperativt lärande i relation till elevers kunskapsutveckling, sociala färdigheter och inkluderingsmöjligheter i matematik. Det sociokulturella synsättet utgör den teoretiska utgångspunkten för denna studie. Ett resultat som har kommit fram i studien är att elever har möjlighet att utveckla sina kunskaper i matematik när de arbetar i kooperativa grupper. Det har även konstaterats att kooperativt lärande kan öka elevers delaktighet i matematikundervisningen. Ett annat resultat visar att arbetet med kooperativt lärande bidrog till att utveckla elevers sociala relationer. Det har dock framkommit att elevers mognad och förmåga att hantera konflikter som kan uppstå i kooperativa grupper har betydelse för hur det kooperativa arbetet utförs. Vidare har det även konstaterats att det finns skillnader kring hur lärare arbetar med kooperativt lärande för att inkludera sina elever i matematikundervisning. En slutsats kan vara att elevers relation sinsemellan och det klimat som finns i klassrummet har betydelse för elevers utveckling av såväl sina kunskaper som sina sociala färdigheter. Möjligheter till inkludering finns i det kooperativa lärandets strukturer dock kan det inte hävdas att elevers inkluderingsmöjligheter förbättras i kooperativa grupper.