La Enseñanza de las Matemáticas a través del Aprendizaje Cooperativo en 2º Curso de Educación Primaria

  1. Jesús C. Iglesias Muñiz 3
  2. Lopez Miranda, Teresa 1
  3. Fernandez-Rio, Javier 2
  1. 1 Gobierno del Principado de Asturias
    info

    Gobierno del Principado de Asturias

    Oviedo, España

    ROR https://ror.org/05mj4yh71

  2. 2 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  3. 3 Enseñanza Cooperativa Asturias.
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Journal:
Contextos educativos: Revista de educación

ISSN: 1575-023X

Year of publication: 2017

Issue: 2

Pages: 47-64

Type: Article

DOI: 10.18172/CON.2926 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Contextos educativos: Revista de educación

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Abstract

The goal of this study was to assess the effects of cooperative learning as a methodological tool for maths teaching. A quasi-experimental design with non-equivalent groups of students was used. A total of 33 students belonging to two year-2 Primary Education intact classes agreed to participate. One experienced a cooperative learning approach, while the other one experienced a traditional approach. Assessment was performed quantitatively through a maths’ skills test and qualitatively through children’s drawings. Quantitative results showed that the cooperative learning group reached higher math scores, while from the qualitative results emerged 3 positive categories: enjoyment, learning, group work and 3 negative: boredom/tiredness, difficult and bad behaviour. Cooperative learning seems to debilitate students’ negative perceptions on the math class.

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