Small-Group Learning and Teaching in Mathematics

Since the late 1960s, a variety of types of cooperative learning procedures have been used in teaching many different mathematics courses, ranging from elementary school through graduate school. The procedures include small-group interaction in which students work together in groups of three to six members, partner learning taking place in dyads, and a peer-tutoring variation of partner learning in which one student is assigned to tutor another. Peer tutoring includes both same-age tutoring and cross-age tutoring, in which an older student tutors a younger one.

[1]  J. Dewey.  Democracy and education : an introduction to philosophy of education / John Dewey , 1916 .

[2]  J. Dewey.  Experience and Education , 1938 .

[3]  Morton Deutsch,et al.  The effects of cooperation and competition upon group process , 1948 .

[4]  A. Zander,et al.  Group dynamics, research and theory , 1955 .

[5]  Dorwin Cartwright,et al.  Group dynamics: Research and theory, 2nd ed. , 1960 .

[6]  W. Schutz.  The Interpersonal Underworld , 1966 .

[7]  W. G. Perry.  Forms of Intellectual and Ethical Development in the College Years: A Scheme. Jossey-Bass Higher and Adult Education Series. , 1970 .

[8]  Neil Davidson,et al.  The Small Group-Discovery Method as Applied in Calculus Instruction , 1971 .

[9]  D. Devries,et al.  Learning Games and Student Teams: Their Effects on Student Attitudes and Achievement. , 1972 .

[10]  Keith J. Edwards,et al.  Games and Teams , 1972 .

[11]  Curriculum Construction with Student Input. , 1973 .

[12]  David W. Johnson,et al.  Instructional Goal Structure: Cooperative, Competitive, or Individualistic , 1974 .

[13]  D. Devries,et al.  The Effects of Teams-Games-Tournament and Two Instructional Variations on Classroom Process, Student Attitudes, and Student Achievement. Report Number 172. , 1974 .

[14]  Clyde A. Parker,et al.  The Counselor as Developmental Instructor , 1975 .

[15]  V. L. Allen,et al.  Research on Children Tutoring Children: A Critical Review , 1976 .

[16]  David L. DeVries,et al.  Team Competition and Group Practice: Effects on Student Achievement and Attitudes. Report No. 212. , 1976 .

[17]  Abstract algebra: An active learning approach , 1976 .

[18]  Mathematics for Elementary Teaching: A Small-Group Laboratory Approach. , 1977 .

[19]  Noreen M. Webb,et al.  Learning in individual and small group settings , 1977 .

[20]  Christian R. Hirsch,et al.  The Effects of Small Group-Discovery Learning on Student Achievement and Attitudes in Calculus. , 1977 .

[21]  Small Group Instruction: A Study in Remedial Mathematics. , 1977 .

[22]  EFFECTS OF SMALL DISCUSSION GROUPS ON SELF-PACED INSTRUCTION IN A DEVELOPMENTAL ALGEBRA COURSE , 1978 .

[23]  David W. Johnson,et al.  The Effects of Cooperative and Individualized Instruction on Student Attitudes and Achievement , 1978 .

[24]  E. Aronson.  The Jigsaw Classroom , 1978 .

[25]  Exploring elementary mathematics : a small-group approach for teaching , 1979 .

[26]  Penelope L. Peterson,et al.  Individual Characteristics and Children's Learning in Large-Group and Small-Group Approaches: Study II. Report from the Project on Studies of Instructional Programming for the Individual Student. , 1979 .

[27]  Noreen M. Webb,et al.  AN ANALYSIS OF GROUP INTERACTION AND MATHEMATICAL ERRORS IN HETEROGENEOUS ABILITY GROUPS , 1980 .

[28]  Noreen M. Webb,et al.  A process‐outcome analysis of learning in group and individual settings , 1980 .

[29]  Penelope L. Peterson,et al.  Aptitude-Treatment Interaction Effects of Variations in Direct Instruction , 1981 .

[30]  Robert E. Slavin,et al.  Cognitive and Affective Outcomes of an Intensive Student Team Learning Experience , 1981 .

[31]  Penelope L. Peterson,et al.  Ability × Treatment Interaction Effects on Children's Learning in Large-group and Small-group Approaches , 1981 .

[32]  N. Webb.  Group composition, group interaction, and achievement in cooperative small groups. , 1982 .

[33]  Robert E. Slavin,et al.  Combining Student Teams and Individualized Instruction in Mathematics: An Extended Evaluation. , 1983 .

[34]  R. Slavin.  When does cooperative learning increase student achievement , 1983 .

[35]  Robert E. Slavin,et al.  Effects of Cooperative Learning On the Social Acceptance of Mainstreamed Academically Handicapped Students , 1983 .

[36]  Robert E. Slavin,et al.  Effects of team assisted individualization on the mathematics achievement of academically handicapped and nonhandicapped students , 1984 .

[37]  Robert E. Slavin,et al.  Combining Cooperative Learning and Individualized Instruction: Effects on Student Mathematics Achievement, Attitudes, and Behaviors , 1984, The Elementary School Journal.

[38]  R. Slavin,et al.  Effects of Cooperative Learning and Individualized Instruction on Mainstreamed Students , 1984, Exceptional children.