Cooperative learning in mathematics: a study on the effects of the parameter of equality on academic performance

Authors

  • Rosa-María Pons University of Murcia
  • María D. Prieto University of Murcia
  • Clotilde Lomeli Universidad Autónoma de Baja California, Mexico
  • María R. Bermejo University of Murcia
  • Sefa Bulut Abant Izzet Baysal University, Turkey
DOI: https://doi.org/10.6018/analesps.30.3.201231
Keywords: cooperative learning, equality parameter, mathematics teaching, prior knowledge, secondary education

Supporting Agencies

  • Fundación Séneca–Agencia de Ciencia y Tecnología de la Región de Murcia– (Ref.
  • 11896/PHCS/09) and by Ministry of Science and Technology (EDU2010-1637).

Abstract

The aim of this research is to determine, the importance of learning content and the role of students' prior knowledge for the formation of cooperative learning groups. The research was conducted in three mathematics classrooms at a secondary school and the sample was composed of 72 third year students. The results prove the existence of a negative correlation between the equality parameter (cooperation, collaboration and peer-tutoring) and the degree of existing cognitive proximity between students' prior knowledge and structure of the learning content.

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Published
04-08-2014
How to Cite
Pons, R.-M., Prieto, M. D., Lomeli, C., Bermejo, M. R., & Bulut, S. (2014). Cooperative learning in mathematics: a study on the effects of the parameter of equality on academic performance. Anales de Psicología / Annals of Psychology, 30(3), 832–840. https://doi.org/10.6018/analesps.30.3.201231
Issue
Vol. 30 No. 3 (2014)
Section
Special Theme: Cooperative Learning

 

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