Title

Teacher Interventions in Cooperative-Learning Mathematics Classes

Abstract

The authors examined the extent to which teacher interventions focused on students' mathematical thinking in naturalistic cooperative-learning mathematics classroom settings. The authors also observed 6 videotapes about the same teaching content using similar curriculum from 2 states. They created 2 instruments for coding the quality of teacher intervention length, choice and frequency, and intervention. The results show the differences of teacher interventions to improve students' cognitive performance. The authors explained how to balance peer resource and students' independent thinking and how to use peer resource to improve students' thinking. Finally, the authors suggest detailed techniques to address students' thinking, such as identify, diversify, and deepen their thinking.

Department(s)

Childhood Education and Family Studies

Document Type

Article

DOI

https://doi.org/10.3200/joer.100.3.162-175

Keywords

cognitive performance, cooperative-learning mathematics classes, teacher interventions

Publication Date

2007

Recommended Citation

Ding, Meixia, Xiaobao Li, Diana Piccolo, and Gerald Kulm. "Teacher interventions in cooperative-learning mathematics classes." The journal of educational research 100, no. 3 (2007): 162-175.

Journal Title

The Journal of Educational Research

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