Mathematics Cooperative Learning

Cooperative Learning in Mathematics Low test scores and lack of motivation in mathematics by students in grade school is an issue that has recently been put under the spotlight. According to a study done in 2003, mathematics achievement levels in the United States are much lower than those in other developing countries. The results of this study show that the US is ranked 15th among the 47 participating countries in the 2003 NAEP Mathematics vs. TIMSS Mathematics for At or Above Proficient with 28.8% of students at or above the proficient level (Hambleton, 387). Mathematics seems to be the subject that a lot of students struggle with and simply dislike. For this reason, teachers and administrators have developed teaching strategies and techniques

Communicating the material is an essential skill to have in a mathematics classroom. According to scholars David W. Johnson and Roger T. Johnson, “if mathematics instruction is to help students think mathematically, understand the connections among various mathematical facts and procedures, and be able to apply formal mathematical knowledge flexibly and meaningfully, cooperative learning must be employed in mathematics classes” (Walmsley, 2). When students are asked to communicate their mathematical knowledge, it forces them to not only obtain the correct answer but also to explain their calculations and thought processes. In saying this, cooperative learning helps students who may be shy or have trouble speaking in front of the class because in most classrooms where cooperative learning is implemented, students must demonstrate to their classmates how they obtained their answers and help them to better understand the

During class, students have the opportunity to help each other to learn the material, work out problems, and share with the rest of the class. Because of their dependence on classmates for help and support, their outlook and perspective of the material improves which can lead to stronger motivation to learn mathematics and can also boost their confidence levels (Zakaria, 274-275). Not only does cooperative learning increase students’ motivation, but it can also lead to more enjoyment of mathematics in the classroom. Most students enjoy working with others and if they understand the material, they usually like to show that off by helping others. The sense of accomplishment that students have when they work a problem correctly and help others to solve it is a factor that also leads to this increased enjoyment that is seen in a lot of classrooms that use cooperative learning methods. (Nichols, 3-4). Not only do we see an increase in students’ motivation, satisfaction, and self-confidence, but also a positive outcome when it comes to the grade book. Cooperative learning can also lead to higher academic achievement because when a student is motivated and confident about their work, they are more likely to make better grades. Because most cooperative learning techniques require students to not only work together and