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Project D_AnnetteMartin_06 17 12
Literature Review
Annette Martin
Action Research EDUC 512
Dr. Teresa San Martin
June 17, 2012
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Abstract:
The following paper is a literature review of cooperative learning in the secondary Geometry
classroom. I will be focusing on heterogeneous groups and math anxiety throughout the entire
paper.
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21st Century Learners
*Revisiting an Old Friend
(Schul 2011)
*Cooperative Learning is a
Brain Turn-On (Willis 2007)
*Kagan Cooperative Learning
(2009)
Cooperative Learning In:
*Science (Lin 2006)
*Social Studies (Nagel 2007)
1
2
Cooperative Learning
in the
Geometry Classroom
4
3
Reduce Anxiety Levels:
*Team Teaching (Grassl, R & Mingus,
T 2004)
*Effect of Cooperative Learning
(Oludipe 2009)
*Mathematic Anxiety (Lavasani 2011)
Engagement – Mathematics Class
*Heterogeneous Secondary Math (Staples
2008)
* Cooperative Study Team in math
(Tousmasis 2003)
*Teacher Interventions in Cooperative
Learning Math Classes (Ding 2007)
*Gameplaying for math learning (Ke 2007)
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Research Focus
Cooperative Learning is a huge buzzword in education and society for that matter.
Cooperative learning is often thought of as group work however, cooperative learning is far more
than group work. Cooperative learning can sometimes be group work, partner work and class
work all rolled into one class period. While researching cooperative learning in the mathematics
classroom (specifically the Geometry classroom) I found an enormous amount of information. I
found research on the benefits of cooperative learning, comparing cooperative learning to other
strategies in the classroom, cooperative learning in the postsecondary classroom to the
elementary classroom and research on cooperative learning in all subject areas. After refining
my search I found research on cooperative learning in the math classroom but there has been
very little research done specifically in the Secondary Geometry classroom.
I chose to focus on cooperative learning groups in the mathematics classroom. I
specifically want to focus on the heterogeneous group in the mathematics classroom. I am an
avid cooperative learning supporter. Kagan Cooperative Learning strategies are for all
educational teachers of all grade levels. Dr. Kagan (2009) has taken many different researchers
views and strategies and packaged these into a variety of different user friendly books for every
subject and grade level. Kagan structures focus is on teams not necessarily groups of four
students that are of different ethnicities, gender and different abilities specifically high, low, lowmedium, high-medium abilities. The problem I see happening in secondary education is that
teachers have a tendency to lecture the entire class period or the way they were taught (Staples
2008) with no interaction between students or students and teacher. Teachers have a tendency to
group specific students together like the non-talker with a talker as to keep the conversations
down to a minimum. I believe and wish to conduct action research on the cooperative learning
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classroom versus the traditional lecture classroom. Specifically, I want to focus on relieving
anxiety in the mathematics classroom using cooperative learning strategies.
I believe that cooperative learning teams are a must for the future of education.
Employers want young adults that have been taught how to work cooperatively within a diverse
group of coworkers. Employers are looking for workers that are motivated to find answers on
their own and in a group. Employers are searching for the 21st Century citizen (Kagan 2009), a
person that has the social skills needed to be successful in today’s job market and Kagan
strategies have all these social skills built into the strategy. I feel it is the teacher’s
responsibility now, to teach these skills and what better way than in heterogeneous teams using
cooperative learning structures in the classroom.
Search Criteria
While researching cooperative learning, I used a variety of different research sites as well
as, different types of materials. I limited my research to “peer edited” articles. The key words I
used to search were as follows: Kagan, cooperative learning, cooperative learning in the
secondary classroom, cooperative learning in education and cooperative learning in the
mathematics classroom and Geometry classroom. The main search where I found the majority
of my research was Cooperative Learning in the secondary classroom. My concept map shows
the areas of concentration, and the concepts I chose to focus on.
Literature Review
In order to understand that cooperative learning is not the typical “group work” in the
classroom, you must know the definition of cooperative learning. Cooperative learning is
teams/groups, usually heterogeneous, with each team member assigned a task, therefore,
enhancing interdependence with an emphasis on producing strong social skills (Schul, 2011).
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Kagan (2009) states that cooperative learning is structured learning with positive interaction
between team members, an emphasis on academic achievement, equal participation and
collaboration within each team. Cooperative learning strategies are so large in range from Kagan
strategies (over a 100) to any web search on cooperative learning lesson plans resulting in
thousands of lesson plans/strategies for any classroom at any level. Because the world today is a
huge cooperative society, these skills should be built into the US School Curriculum (Schul,
2011). What better way to teach our students how to function in society today than to teach the
21st Century skills needed to be collaborative in society - in the classroom?
Cooperative learning in the classroom has the possibilities of teaching our students how
to negotiate or confront their disagreements within their teams rather than turning to violence. A
peaceful negotiation not a violent display is what our society needs more of (Schul, 2011).
A teacher that masters these cooperative learning skills can only ensure that her classroom is 21st
Century ready (Schul). Teachers must be willing to look at the evidence that cooperative
learning helps our students in more than just social skills. Brain function is benefited by using
cooperative learning communities and strategies.
During the elementary school years students are eager to raise their hands and give
answers but somewhere between upper elementary to middle school students lose their
enthusiasm to raise their hands and answer questions (Willis, 2007). Cooperative learning teams
and strategies offer these students the opportunity to give answers in their group’s and not feel
embarrassed if the answer is wrong. The teams work together to ensure everyone understands
the concept. When students actively engage their brains by analyzing, collaborating, making
conjectures the student’s neuroimaging is stimulated and the memories/concepts are stored in
multiple places in the brain (Willis). When the brain stores memories in multiple areas the
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students is able to recall and retain the information far greater than if they would just listen to a
teacher present the same information (Willis). Cooperative learning holds the student
accountable for their own learning not the teacher (Willis). Teachers who incorporate
cooperative learning into their classrooms have a more engaged classroom according to Kagan
(2009).
I found many articles on cooperative learning, science and the secondary classroom but
all subjects were vastly represented for incorporating cooperative learning. In all the articles I
read they mentioned the same reason for incorporating cooperative learning this is student
achievement. The research that was conducted in a science classroom stated that cooperative
learning ensures understanding of science concepts, as well as, concept retention is much
stronger when cooperative learning is used throughout the classroom (Lin, 2006). Lin (2006)
mentions several strategies and how they could successfully be used in the science classroom.
Throughout the literature reviewed, one concept remained the constant-heterogeneous groups or
teams. Positive interdependence and individual accountability were enveloped into the structures
used in the classroom (Lin).
Lin (2006) stated that all the teachers found cooperative learning
to improve all types of student learners from kinesthetic, English-language learners, low abilities
and high abilities.
Nagel (2007) stated that vertical cooperative learning should happen between all levels of
learning – elementary-middle school cooperative learning, middle – high school cooperative
learning and even secondary-postsecondary cooperative learning between all teachers. He also
stated that social studies teachers will continue the track of lecture teaching because this is the
way they were taught and this is the way they feel comfortable teaching. Nagel (2007) would
like to see cross-level cooperative learning because elementary school teacher use cooperative
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learning throughout their classroom and he feels that the collaboration will help the lecture
teacher move into the cooperative learning teacher. He also states there are so many reasons to
use cooperative learning at any level such as, higher level reasoning, academic achievement,
improved self-esteem, attendance, and engagement. He goes on to state that social studies
should be engaging, motivating, and respected (just like every teacher feels about their subject).
The University of North Colorado needed to change the way the school taught Abstract
Algebra. Cooperative learning groups were used at the college level to teach “Abstract
Algebra.” One benefit in the cooperative learning groups versus the traditional lecture
classroom is the in higher retention and higher test scores from the class using cooperative
learning groups (Grassl & Mingis, 2004). The researchers (Grass & Mingis) continually
surveyed the students asking for their input with the cooperative learning groups. The students
continually had only good things to say about their learning while in cooperative learning groups
(Grassl & Mingis). Most mentioned that they learned more and felt less anxiety this semester
and understood the concepts better than they ever had prior to the class.
Math anxiety is such a large reason that students do not understand mathematical
concepts. Many times students cannot get past this pressure, insecurity, and sometimes even fear
of math (Lavasani & Khandan, 2011). Mathematic anxiety can often be contributed to teachers
and teaching styles or strategies used in the classroom (Lavasani & Khandan). Cooperative
learning offers reprieve from the “traditional” math classroom. Many students flourish when
given the time to work with smaller groups or partnerships. Cooperative learning offers students
the opportunity to interact between team members offering reassurance to the unconfident
student (Lavasani & Khandan). Because the students are in smaller groups, this allows the
students to feel comfortable and at a lower anxiety level ensuring sufficient learning of math
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concepts. Cooperative learning relieves the stress of misbehavior and increases cooperation,
solidarity and participation in the mathematics classroom (Lavasani & Khandan). Cooperative
learning leads to students seeking help instead of avoiding help.
Studies show that anxiety and behavior coincide with achievement (Oludipe & Awokoy,
2009). Benefits of cooperative learning is when a student feels comfortable answering questions
in a team setting verses in front of the entire class (Oludipe & Awokoy). There are all forms of
anxiety from science, foreign language, chemistry, English and yes even math. Cooperative
learning combats all these educational anxieties by offering interaction in smaller groups,
partners and individuals. Studies have shown anxiety was relieved in the cooperative learning
classroom and remained stagnantly high for the traditional classroom setting (Oludipe &
Awokoy).
Toumasis (2003) states academics flourish when using cooperative learning strategies in
the mathematics classroom. Toumasis (2003) has completed action research in the mathematics
classroom but has targeted reading in the classroom using heterogeneous groups during this
research. Toumasis (2003) chose to focus on the understanding of reading the textbook in the
math classroom in order to assist in understanding concepts. He also wanted the students to be
able to use the textbook to complete several different worksheets without being given any direct
instruction of the material. He was pleasantly surprised with the completion of the material and
the interaction between each member of the group. Cooperative learning strategies benefited the
lower math student helping to motivate their creativity in the mathematics classroom (Toumasis).
Cooperative learning in the mathematics classroom develops the student’s ability to
communicate to individual and groups (Ding, Li, Piccolo, & Kulm, 2007). Cooperative learning
is used widely in mathematics helping to promote cognitive and metacognitive learning and
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processing (Ding, Li, Piccolo, & Kulm). Team investigation promotes students’ being
responsible for their own learning and the learning of the members of their team. Teachers must
be available to help groups that are struggling with communication and when everyone in the
group doesn’t understand (Ding, Li, Piccolo, & Kulm). The authors state to be careful when
intervening because this could promote less communication and collaboration throughout the
group (Ding, Li, Piccolo, & Kulm).
Staples (2008) has completed action research in a high school Geometry classroom.
Staples (2008) data collection was extensive about fifty-eight hours of lessons observed and
another twenty-six videotaped for further review. The ninth grade Geometry class was
performing lower than the other ninth grade classes on the state assessments given the year
before. While using cooperative learning heterogeneous groups and cooperative learning
strategies something happened, the students started performing at the same rate and even higher
by the end of the year. Not only had that happened but the students remained on track for the
entire years of high school (Staples).
What happens when cooperative learning is added to game playing in the math
classroom? Only good comes from combining cooperative learning groups to other active
strategies. Whenever a teacher can get different senses activated while learning math the brains
stores the concepts or memories in multiple locations thus enhances the chance of retention (Ke
& Grabowski, 2007). Math game playing did raise test scores but when combined with
cooperative learning the outcome was far greater. The most impressive item that happened was
the students’ interactions and change of attitudes toward math. Again, low economically
challenged students’ attitudes changed greatly towards math (Ke & Grabowski).
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I feel my research is much needed for a variety of reasons. The first reason is that there
has been a lot of research done on cooperative learning but not many used with the real
definition of cooperative learning – heterogeneous groups must be used. Cooperative learning is
not group work. It is a well planned lesson that incorporates all the elements of cooperative
learning from positive interdependence to the group processing and everything in between
(Kagan, 2009). I believe I will find that there is a significant difference in math anxiety between
both class A and class B. I will find test scores to be far great with the class using cooperative
learning heterogeneous groups verses the traditional lectures classroom. Will my research
change the educational world? Probably not, but action research is done to help the teacher
change her world and I know for a fact that will happen.
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References
Kagan, S., & Kagan, M.(2009). Kagan Cooperative Learning. San Clemente, CA: Kagan
Publishing
Ke, F & Grabowski, B (2007). Gameplaying for maths learning: Cooperative or not?. British
Journal of Educational Technology, 38(2),249-259. doi:
10.1111/j.1467-8535.2006.00593.x
Nagel, P. (2007). Moving beyond lecture: Cooperative learning and the secondary social
studies classroom. Education, 128(3), 363-368. Retrieved from
www.projectinnovation.biz/education.html
Staples, M. (2008). Promoting student collaboration in a detracked, heterogeneous secondary
mathematics classroom. Journal of Mathematics Teacher Education, 11, 349-371. doi:
10.1007/s10857-008-9078-8
Grassl, R. & Mingus, T.T.Y. (2004). Team teaching and cooperative groups in abstract algebra:
nurturing a new generation of confident mathematics teachers. International Journal of
Mathematical Education in Science and Technology, 38(5), (15 July 2007), 581-597. doi:
10.1080/00207390701256543
Lavasani, M. & Khandan, F. (2011). Mathematic anxiety, help seeking behavior and cooperative
learning. Cypriot Journal of Educational Sciences, 2(2011), 61-74.
Oludipe, D. & Awokoy, J. (2009). Effect of cooperative learning leaching strategy on the
reduction of students’ anxiety for learning chemistry. Journal of Turkish Science
Educatio,. 7(1), 30-36.
Ding, M., Li, X., Piccolo, D. & Kulm, G. (2007). Teacher interventions in cooperative learning
mathematics classes. The Journal of Educational Research, 100(3),
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(January/February),162-175. doi: 10.3200/JOER.100.3.162-175
Toumasis, C. (2003). Cooperative study team in mathematics classrooms. International Journal
of Mathematical Education in Science and Technology, 35(5), 669-679. doi:
10.1080/0020739042000232529
Lin, E. (Summer 2006). Cooperative learning in the science classroom: A new learning model
for a new year. The Science Teacher, 34-39. Retrieved from http://www.nsta.org
Willis, J. (March 2007). Cooperative learning is a brain turn-on. Middle School Journal, 4-13.
Retrieved from www.nmsa.org/Publications/MiddleSchoolJournal
Schul, J. (2011). Revisiting an old friend: The practice and promise of cooperative learning
for the twenty-first century. The Social Studies, 102, 88-93. doi:
10.1080/00377996.2010.509370