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

被引：6

作者：

Pons, Rosa M. ^{[1
]}

Prieto, Maria D. ^{[1
]}

Lomeli, Clotilde ^{[2
]}

Bermejo, Maria R. ^{[1
]}

Bulut, Sefa ^{[3
]}

机构：

[1] Univ Murcia, E-30100 Murcia, Spain

[2] Univ Autonoma Baja California, Mexicali 21100, Baja California, Mexico

[3] Abant Izzet Baysal Univ, Bolu, Turkey

来源：

ANALES DE PSICOLOGIA | 2014年 / 30卷 / 03期

关键词：

cooperative learning; equality parameter; mathematics teaching; prior knowledge; secondary education; PRIOR KNOWLEDGE; ACHIEVEMENT; CLASSROOM; TEACHER;

D O I：

10.6018/analesps.30.3.201231

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

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.

引用

页码：832 / 840

页数：9

共 71 条

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