Forty-eight Algebra II standard level students were divided into two classes. One was taught using the traditional learning approach of lecture and test; the other was taught using a cooperative learning approach in which students were grouped into teams of four members of mixed ability. A case study approach was adopted for this comparison of cooperative learning and more traditional teaching methods. The case study covers two school years, from October 1991 until June 1992 (which was used as a pilot program) and then October 1992 until June 1993. The subjects were assessed on measures of grade improvement and evaluation. The time has come to change how we teach math. Math must be learned as an active process. New approaches in cooperative learning can increase the level of understanding and appreciation of mathematics and decrease student's anxiety levels. The findings point out clear differences between the cooperative learning classroom and the traditional classroom. The cooperative learning classroom is more flexible as well as creative. Students measure more positive attitudes and feelings toward mathematics in this environment. Results show that the cooperative learning group demonstrates stable gains in math appreciation and achievement as well as improved interracial relationships, some overcoming of math anxiety and improved discipline.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8938 |
| Date | 01 January 1994 |
| Creators | Cabral-Pini, Audrey Marian |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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