This study aims to investigate the effects of cooperative learning on pupils’ knowledge and development with a particular focus on concepts and conceptual understanding in mathematics. By employing both qualitative and quantitative research methods, the study compared the effectiveness of cooperative learning to traditional teaching approaches in grade 4. The following question was formulated to research the aim of this study:

• How does pupils’' understanding of concepts in mathematics differ after traditional teaching compared to teaching with cooperative learning in grade 4?

Svanelid’s (2014) three aspects were used as an analysis model in this intervention study. With the analysis model, teachers can assess whether pupils have understood various mathematical concepts. The results of the aim showed that cooperative learning had a significant positive impact on pupils’ learning and their understanding of geometrical concepts. Through collaborative activities and interactive discussions, pupils actively participated in the learning process, leading to improved comprehension and retention of geometric concepts. However due to introduction of methodological weaknesses and potential biases the results can not be considered as statistically sound.

The study indicated development in pupils’ learning and understanding of mathematics. In an attempt to pursue the main aim of this study, traditional teaching and cooperative learning were used as teaching techniques for pupils to study the development of their learning. After each teaching method, tests were used to identify the results of the analysis. The results indicated progression in the pupils’ learning by using cooperative teaching. Teachers are encouraged to further investigate cooperative learning techniques in their lessons as it potentially can increase pupils’ learning. More research is needed to establish a correlation between the use of cooperative learning in the teaching of mathematical concepts.