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Experience First, Formalize Later

Sarah Stecher, Luke Wilcox, and Lindsey Gallas

The EFFL model empowers students to build strong conceptual understanding of mathematics through carefully designed, equity-minded activities that disrupt the traditional lecture-based classroom.

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Teaching Is a Journey: Faculty Speech at Closing Assembly

Alessandra King

This department provides a space for current and past PK-12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

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S3D: Small-Group, Student-to-Student Discourse

Sarah Quebec Fuentes

Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.

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Teaching Is a Journey: Common Vision Leads to Collaboration

Emily Adams

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

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Smiles: A Strengths-Based On-Ramp Mathematics Task

Dorothy Y. White

Use this activity to support students in working together, recognizing one another’s contributions, and leveraging their mathematical strengths to solve challenging problems.

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Teaching Is a Journey: Partner Quizzes to Support Learning

Amanda Helgerson

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

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Mathematical Explorations: A New Twist on Collaborative Learning

classroom-ready activities

Stephanie M. Butman

Research on students' learning has made it clear that learning happens through an interaction with others and through communication. In the classroom, the more students talk and discuss their ideas, the more they learn. However, within a one-hour period, it is hard to give everyone an equal opportunity to talk and share their ideas. Organizing students in groups distributes classroom talk more widely and equitably (Cohen and Lotan 1997).

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Learning What Works: Promoting Small-Group Discussions

Anna F. DeJarnette, Jennifer N. Dao, and Gloriana González

Elicit productive discourse from students as they work through a bicycle rate problem.

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Visible Thinking in High School Mathematics

Emily Sliman

Chalk Talk and Claim-Support-Question are two routines for developing students' ability to use multiple representations and encouraging classroom discussion.

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Connecting Research to Teaching: Classroom Collaboration: Moving beyond Helping

Corey Webel

Do you use group work in your mathematics class? What does it look like? What do you expect your students to do when they work together? Have you ever wondered what your students think they are supposed to do?