Cooperative learning in undergraduate mathematics. Issues that matter and strategies that work
type: Item
instance of: scholarly article
zbMATH Open document ID: 0985.00006
publication date: 2001-05-20T00:00:00Z
Mathematics Subject Classification ID: 00A35
Mathematics Subject Classification ID: 97-02
Mathematics Subject Classification ID: 97D40
zbMATH DE Number: 1599892
zbMATH Keywords: classroom strategies
zbMATH Keywords: cooperative learning
zbMATH Keywords: undergraduate mathematics
zbMATH Keywords: assessment
MaRDI profile type: Publication
title: Cooperative learning in undergraduate mathematics. Issues that matter and strategies that work
published in: MAA Notes
review text: This issue introduces some ideas in cooperative learning in undergraduate mathematics. Cooperative learning approaches are forms of active learning that engage students in working and learning together in small groups, typically with two to five members. Cooperative learning strategies are designed to engage students actively in the learning process through inquiry and discussions with their classmates. This book offers practical suggestions and strategies both for instructors who are already using cooperative learning in their classes, and for those who are thinking about implementing it. Perspectives from many implementers of cooperative learning are presented (according to a survey conducted by the project CLUME -- Cooperative Learning in Undergraduate Mathematics Education in 1996-1997).NEWLINENEWLINENEWLINEThe first chapter gives a historical overview of cooperative learning. Several examples of large-scale implementations of cooperative learning are presented. The second chapter is entirely on practical ways to develop a social climate conductive to cooperative learning in the classroom. Many examples of cooperative strategies, which the authors have used in their own classes, are described in Chapter 3.NEWLINENEWLINENEWLINEThe authors present a conceptual model for assessment and discuss grading and related issues in the next chapter. Four general categories of theories relating the nature of mathematical content to views of the role of a mathematics educator in helping students learn that content are presented in Chapter 5. In Chapter 6 the authors present some of their emerging understanding of fundamental differences in various approaches to cooperative learning. Practical ideas for development workshops for undergraduate mathematics faculty are offered in Chapter 7. This chapter provides outlines for one-hour, two-hour, and half-day workshops as well as a two-day mini-course on cooperative learning in mathematics.NEWLINENEWLINENEWLINEThe Bibliography prov…
reviewed by: Valentina Dagienė
description: scientific article; zbMATH DE number 1599892