COOPERATIVE LEARNING IN MATHEMATICS

COOPERATIVE LEARNING IN MATHEMATICSA uthor(s): Roza Leikin and Orit ZaslavskySource: The MATHEMATICS Teacher, Vol. 92, No. 3 (MARCH 1999), pp. 240-246 Published by: National Council of Teachers of MathematicsStable URL: .Accessed: 22/10/2013 22:17 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at ..JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact .National Council of Teachers of MATHEMATICS is collaborating with JSTOR to digitize, preserve and extendaccess to The MATHEMATICS This content downloaded from on Tue, 22 Oct 2013 22:17:52 PMAll use subject to JSTOR Terms and Conditionsi Connecting Research to Teaching Roza Leikin and Orit Zaslavsky COOPERATIVE LEARNING IN MATHEMATI Students mutually and positively depend on one another How can the teacher best organize and manage the classroom during coop erative work so that discipline prone problems do not arise, interaction between students primarily involves task, and pupils still have sufficient freedom to contribute and to participate in the group discussion?

learning material and then to explain it to others. This method was developed on the basis of guide lines for cooperative learning in mathematics class rooms (Arhipova and Sokolov 1988). This setting was implemented and investigated for a variety of mathematics topics in secondary school with stu

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