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Mathematical Problem-Solving Through Cooperative Learning - The Importance of Peer Acceptance and Friendships
Uppsala University, Sweden; Mälardalen University, Sweden.
Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.ORCID iD: 0000-0003-0417-2574
Gothenburg University, Sweden.
Uppsala University, Sweden.
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2021 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 6, article id 710296Article in journal (Refereed) Published
Abstract [en]

Mathematical problem-solving constitutes an important area of mathematics instruction, and there is a need for research on instructional approaches supporting student learning in this area. This study aims to contribute to previous research by studying the effects of an instructional approach of cooperative learning on students’ mathematical problem-solving in heterogeneous classrooms in grade five, in which students with special needs are educated alongside with their peers. The intervention combined a cooperative learning approach with instruction in problem-solving strategies including mathematical models of multiplication/division, proportionality, and geometry. The teachers in the experimental group received training in cooperative learning and mathematical problem-solving and implemented the intervention for 15 weeks. The teachers in the control group received training in mathematical problem-solving and provided instruction as they would usually. Students (269 in the intervention and 312 in the control group) participated in tests of mathematical problem-solving in the areas of multiplication/division, proportionality, and geometry before and after the intervention. The results revealed significant effects of the intervention on student performance in overall problem-solving and problem-solving in geometry. The students who received higher scores on social acceptance and friendships for the pre-test also received higher scores on the selected tests of mathematical problem-solving. Thus, the cooperative learning approach may lead to gains in mathematical problem-solving in heterogeneous classrooms, but social acceptance and friendships may also greatly impact students’ results. 

Place, publisher, year, edition, pages
Frontiers Media S.A., 2021. Vol. 6, article id 710296
Keywords [en]
Cooperative learning, Mathematical problem-solving, Intervention, Heterogeneous classrooms, Hierarchical linear regression analysis
National Category
Pedagogy Didactics Mathematics
Research subject
Studies in the Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-46269DOI: 10.3389/feduc.2021.710296ISI: 000728833400001Scopus ID: 2-s2.0-85114439569OAI: oai:DiVA.org:sh-46269DiVA, id: diva2:1587354
Funder
Swedish Research Council, 2016-04,679Available from: 2021-08-24 Created: 2021-08-24 Last updated: 2022-09-15Bibliographically approved

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Karlsson, Natalia

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • sodertorns-hogskola-harvard.csl
  • sodertorns-hogskola-oxford.csl
  • Other style
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  • de-DE
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