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Cooperative Learning and Peer Tutoring to Promote Students’ Mathematics Education

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.

Identiferoai:union.ndltd.org:DRESDEN/oai:qucosa:de:qucosa:1801
Date09 May 2012
CreatorsPesci, Angela
ContributorsHTW Dresden
Source SetsHochschulschriftenserver (HSSS) der SLUB Dresden
LanguageEnglish
Detected LanguageEnglish
Typedoc-type:conferenceObject, info:eu-repo/semantics/conferenceObject, doc-type:Text
SourceProceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 486 - 490
Rightsinfo:eu-repo/semantics/openAccess
Relationurn:nbn:de:bsz:14-qucosa-79236, qucosa:1658

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