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An inquiry into collaborative learni...

Talbot, Sherry.

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An inquiry into collaborative learning in middle school mathematics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An inquiry into collaborative learning in middle school mathematics./
Author:	Talbot, Sherry.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
Description:	102 p.
Notes:	Source: Masters Abstracts International, Volume: 71-01.
Contained By:	Masters Abstracts International71-01.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR47160
ISBN:	9780494471609

An inquiry into collaborative learning in middle school mathematics.
Talbot, Sherry.

An inquiry into collaborative learning in middle school mathematics. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 102 p.

Source: Masters Abstracts International, Volume: 71-01.

Thesis (M.Ed.)--University of Alberta (Canada), 2008.

This item must not be sold to any third party vendors.

This study looks at how middle school students constructed understanding by working in collaborative groups in mathematics classes. Collaborative learning supports students' needs to work together to exchange and refine ideas and to socialize with their peers. During the study a sixth grade mathematics class was given a variety of tasks designed to develop their understanding of multiplication and division, and their responses and work on three collaborative tasks were looked at. It emerged that the qualities of the tasks had an effect on the learning that was occurring. These tasks were analysed within a frame of complexity science, looking at the components of redundancy, internal diversity, organized randomness or liberating constraints, decentralized control, and neighbour interactions. The story of learning told by the students' interactions while working together on the tasks supports the assertion that collaborative learning is beneficial in helping students construct understanding of mathematical concepts.

ISBN: 9780494471609Subjects--Topical Terms:

641129
Mathematics education.

An inquiry into collaborative learning in middle school mathematics.
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245 1 3 $a An inquiry into collaborative learning in middle school mathematics.
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300 $a 102 p.
500 $a Source: Masters Abstracts International, Volume: 71-01.
500 $a Publisher info.: Dissertation/Thesis.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study looks at how middle school students constructed understanding by working in collaborative groups in mathematics classes. Collaborative learning supports students' needs to work together to exchange and refine ideas and to socialize with their peers. During the study a sixth grade mathematics class was given a variety of tasks designed to develop their understanding of multiplication and division, and their responses and work on three collaborative tasks were looked at. It emerged that the qualities of the tasks had an effect on the learning that was occurring. These tasks were analysed within a frame of complexity science, looking at the components of redundancy, internal diversity, organized randomness or liberating constraints, decentralized control, and neighbour interactions. The story of learning told by the students' interactions while working together on the tasks supports the assertion that collaborative learning is beneficial in helping students construct understanding of mathematical concepts.
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