Abstract:

It is widely known that Mathematics plays a key role in shaping how individuals deal with real life problems. Many students, today and in the past, struggle with mathematics as a subject and some become dissatisfied as they continually confront obstacles in subject engagement. In order to solve and break this dilemma, it is imperative to search and develop an effective and suitable learning methodology. The authors propose the introduction of Cooperative Active Learning methodology for Mathematics classes. Active Learning in this context refers to using learning activities that engage students in a classroom as opposed to listening passively to an instructor’s lecture. A large amount of research attests to the benefits of Active Learning. The term cooperative learning covers a subset of active-learning activities that would see students engage in groups of three or more, rather than alone or in pairs, when learning. In this paper, the authors propose a new design of cooperative learning methodology in Mathematics alongside lecture based teaching. Cooperative-learning techniques suggested here would employ formally structured groups of students assigned to complex tasks, such as multiple-step exercises, research projects, or presentations part of the mathematics lesson plans. The proposed method is based on cooperation between students with different levels with the main objective of this method is to increase the students’ engagement, provide peer support, and improve passing rates. Using reflective analysis, the authors will demonstrate the proposed methodology which is at the heart of student centered approach.

Keywords:

Cooperative learning, mathematics pedagogy, active learning, Dale cone, Bloom’s taxonomy.