In this study, the experiences of three primary school teachers regarding cooperative learning in mathematics are investigated. The study will, from a teacher's perspective, create an overview of what cooperative learning can imply for teachers and students in the subject of mathematics. The theoretical framework that is established is based on the interplay between interaction and mathematics as well as the socio cultural perspective. The data collection method that has been chosen to investigate the primary school teachers' experiences of cooperative learning in mathematics is interviews. The results show that cooperative learning brings opportunities as well as challenges. Some of the opportunities that cooperative learning bring are increased mathematics performance, increased understanding of mathematical concepts, positive impact on the mathematical language and students' cooperative skills. The challenges that can occur are that the planning can be experienced as demanding in terms of time and commitment and that the classroom climate can be experienced as messy. The teacher's function includes several different influencing factors such as group composition, classroom environment and support. The cooperative structures that were most common in primary school teachers' mathematics teaching were Ask-ask-change and True or false.
- Grundlärarutbildning: förskoleklass och årskurs 1-3
- cooperative learning
- cooperative structures
Lågstadielärares erfarenheter kring kooperativt lärande i matematikämnet
Lundgren, A. (Author), Roth, M. (Author). 2022-Dec
Student thesis: Professional degree, Advanced level