Year: 2003
Type: article
Abstract: From an idea of diversity as source of richness for the educational and social development of students and a constructivist conception of learning, we have designed and experimented a proposal of classroom intervention for the area of Mathematics in one of the Compulsory Secondary Education cycles in Spain (14/16 years); this proposal is based on the principles of co-operative learning. Coinciding with the conclusions of other researches about the improvement of academic performance, we also conclude that the factors that influence its improvement are the structuring of the task in a ‘tutoring’ situation and the role that the teacher plays in the group. Thus, we have shown that co-operativ learning is an alternative to answer the socialization, motivation and academic performance problems, and we have verified that co-operative strategies can be an efficient tool, among others, to improve the class climate.
Source: Educational Action Research
Institution: Universidad de Extremadura
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2004195544