Edwards, Julie-Ann and Jones, Keith
Students' views of learning mathematics in collaborative small groups
In Proceedings 23rd Conference of the International Group for the Psychology of Mathematics Education (PME23).
- Accepted Manuscript
Available under License Other.
Approaches to mathematics teaching which offer an alternative to stating facts and demonstrating procedures have been criticised for undermining the base for teachers’ sense of their own effectiveness. Data from an ethnographic study of the classroom practice of an experienced teacher of mathematics who has developed an inclusive (or emancipatory) pedagogic approach indicate that while establishing collaborative groups in the classroom may take some time, students across the attainment range come to appreciate the effectiveness and efficiency of working in such a way. This is in some contrast to research findings about using cooperative groups, a quite different method of teaching. Such findings may support other teachers of mathematics developing an alternative pedagogic approach.
Conference or Workshop Item
|Venue - Dates:
||23rd Conference of the International Group for the Psychology of Mathematics Education (PME23), Israel, 1999-07-25 - 1999-07-30
||pedagogy, curriculum, learning, teaching, mathematics, math, maths, small group, groups discussion, collaborative, collaboration, groupwork, skills, peer talk, talk, cooperative, cooperation
||Mathematics, Science & Health Education
||16 Aug 2006
||16 Apr 2017 19:03
|Further Information:||Google Scholar|
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