Cooperative learning in mathematics: A study on the effects of the parameter of equality on academic performance

• Autores: Rosa Mª Pons Parra, María D. Prieto, Clotilde Lomeli Agruel, María Rosario Bermejo García, Sefa Bulut
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 30, Nº. 3, 2014, págs. 832-840
• Idioma: inglés
• DOI: 10.6018/analesps.30.3.201231
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  • Texto completo
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    El principal objetivo de esta investigación es determinar la im-portancia del contenido de aprendizaje y el papel de los conocimientos previos de los alumnos para la formación de los grupos de aprendizaje cooperativo. La investigación se desarrolló en tres aulas de matemáticas de un centro de Educación Secundaria y la muestra estaba formada por 72 alumnos de 3º curso de ESO. Los resultados vienen a demostrar la exis-tencia de una correlación negativa entre el parámetro de igualdad (coopera-ción, colaboración y tutoría) y la mayor o menor proximidad cognitiva exis-tente entre los conocimientos previos de los alumnos y la estructura de los contenidos de aprendizaje

  • English

    The aim of this research is to determine, the importance of learning content and the role of students' prior knowledge for the for-mation of cooperative learning groups. The research was conducted in three mathematics classrooms at a secondary school and the sample was composed of 72 third year students. The results prove the existence of a negative correlation between the equality parameter (cooperation, collabo-ration and peer-tutoring) and the degree of existing cognitive proximity be-tween students' prior knowledge and structure of the learning content

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