Using Cooperative Learning in a Reform Classroom

So, how does a cooperative learning environent fit into a math reform classroom?  Well, the basic goal of any math reform classroom is to further the students conceptual understanding of mathematics.  Research has shown that the best way to accomplish this is to use cooperative learning techniques in the math class.  That is, math reform uses small group work to promote classroom discourse and student interaction.  A good math reform classroom will be student centered with the teacher acting as a guide through the learning process.   One of the main objectives in a cooperative learning classroom is to allow every student to participate and have their opinions heard.  This ties in very well with the idea of inclusion in a reform math class.  In the traditional math programs, many students were left behind because they simply could not learn and understand the mathematics that were being taught to them.  A major goal of any reform mathematics program is to allow for all students to be included and to hear all students' voices and opinions.  Math reform curriculums do not intend to further the understanding of only the brightest students, but every student.  That is also the key in any cooperative learning classroom. All students have the same right to learn and understand the mathematics, and a cooperative classroom will give them that opportunity. In 2000 the National Council for Teachers of Mathematics published NCTM Principles and Standards for School Mathematics 2000.  This document is a guide of sorts to reform mathematics education.  One of the major standards in this publication was the furthering of communication in mathematics classrooms.  They felt that students should have more interaction with each other, and feel free and comfortable to express their ideas regarding math.  It has been shown in research that this kind of discourse can further the learning and understanding of mathematics for many students.  Now, cooperative learning is based around small group work and communication within the group.  This communication among group members is exactly the type of discourse that NCTM was referring to.  Finally, cooperative learning ties to math reform programs in two more less obvious, but very important ways.  Cooperative learning and math reform programs both promote heavily increased problem solving abilities in students, and preparing students to work with others in the real world.  The latter of the two is somewhat more obvious than the other in that preparing students to work cooperatively with others in the real world is accomplished with successful team and/or group work.  However, problem solving is less obvious.  In both cooperative learning and math reform programs, almost every single lesson that is designed, has the purpose of teams or students solving some sort of problem.  Now, the math reform problem solving will be much more geared toward mathematical problem solving, but regardless of that, increased problem solving abilities for every student are important for both programs. The reason that mathematical reform and cooperative learning seem so similar, is that they are.  Almost every single math reform program is loosely based on some sort of cooperative learning technique.  All good math reform programs have goals that include further understanding through communication, problem solving, small group work, and inclusion.  These are all things that are also promoted in cooperative learning.  It seems that one way to implement a good math reform program, is to have a good understanding of cooperative learning teachniques.  Resources: National Council for Teachers of Mathematics (NCTM).  Principles and Standards for School      Mathematics.  Virginia:  NCTM, 2000. NCTM Standards Back to Home Back to Cooperative HOME