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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Cooperative Learning and Peer Tutoring to Promote Students’ Mathematics Education

Pesci, Angela 09 May 2012 (has links) (PDF)
On the basis of experiences and studies developed in the last ten years, the contribution aims to discuss some different peculiarities between Cooperative Learning and Peer Tutoring models in Mathematics lesson. These models are specific interpretations of a way of conducting Mathematics lessons which requires the activity of students, their personal participation in the construction of knowledge. In the description of the two teaching-learning models, the analysis will deal in particular with the social aspects these models involve. Describing these two modalities of cooperation, also the importance of the care for the choice of suitable mathematical tasks and for different pedagogical setting they require will appear clearly. The issues described, together with the analogies and differences between the two models, could contribute to suggest more adequate didactical projects for teachers and deeper studies about students’ collaboration based models for researchers.
2

Cooperative Learning and Peer Tutoring to Promote Students’ Mathematics Education

Pesci, Angela 09 May 2012 (has links)
On the basis of experiences and studies developed in the last ten years, the contribution aims to discuss some different peculiarities between Cooperative Learning and Peer Tutoring models in Mathematics lesson. These models are specific interpretations of a way of conducting Mathematics lessons which requires the activity of students, their personal participation in the construction of knowledge. In the description of the two teaching-learning models, the analysis will deal in particular with the social aspects these models involve. Describing these two modalities of cooperation, also the importance of the care for the choice of suitable mathematical tasks and for different pedagogical setting they require will appear clearly. The issues described, together with the analogies and differences between the two models, could contribute to suggest more adequate didactical projects for teachers and deeper studies about students’ collaboration based models for researchers.

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