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Cooperative learning: Knowledge and ...

Pope, Jacquelyn D.

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Cooperative learning: Knowledge and perceptions of urban primary and secondary mathematics teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cooperative learning: Knowledge and perceptions of urban primary and secondary mathematics teachers./
Author:	Pope, Jacquelyn D.
Description:	169 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
Subject:	Educational philosophy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10076373
ISBN:	9781339586748

Cooperative learning: Knowledge and perceptions of urban primary and secondary mathematics teachers.
Pope, Jacquelyn D.

Cooperative learning: Knowledge and perceptions of urban primary and secondary mathematics teachers. - 169 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2016.

The focus of this quantitative research study was to determine if differences exist between urban primary and urban secondary mathematics teachers' knowledge and perceptions of cooperative learning. Cooperative learning is a researched based instructional strategy used in classrooms to improve student achievement in various subject areas. Many studies support the utilization of cooperative learning in classrooms and its impact on student achievement. However, additional research was needed to continue to improve achievement in mathematics for all students, including those attending schools in urban settings. An experimental research design was used to determine if differences exist between urban primary and urban secondary mathematics teachers' knowledge and perceptions of cooperative learning. Conducting research on urban primary and urban secondary mathematics teachers will provide valuable information that can be used to improve student achievement in mathematics by planning college courses for pre-service teachers as well as preparing workshops and in-service training sessions for practicing teachers to enhance teaching and learning in mathematics. Data collection involved mathematics teachers completing an online survey. Data was divided into the following three sections: demographic data on participants, the use of cooperative learning in classrooms, as well as teachers' knowledge and perceptions of cooperative learning. A Likert scale was utilized to determine if differences exist between urban primary and urban secondary mathematics teachers' levels of agreement/disagreement with cooperative learning statements. Results from this study indicated no significant differences exist between urban primary and urban secondary mathematics teachers' knowledge and perceptions of cooperative learning.

ISBN: 9781339586748Subjects--Topical Terms:

3173367
Educational philosophy.

Cooperative learning: Knowledge and perceptions of urban primary and secondary mathematics teachers.
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245 1 0 $a Cooperative learning: Knowledge and perceptions of urban primary and secondary mathematics teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: Amy Williamson.
502 $a Thesis (Ph.D.)--Capella University, 2016.
520 $a The focus of this quantitative research study was to determine if differences exist between urban primary and urban secondary mathematics teachers' knowledge and perceptions of cooperative learning. Cooperative learning is a researched based instructional strategy used in classrooms to improve student achievement in various subject areas. Many studies support the utilization of cooperative learning in classrooms and its impact on student achievement. However, additional research was needed to continue to improve achievement in mathematics for all students, including those attending schools in urban settings. An experimental research design was used to determine if differences exist between urban primary and urban secondary mathematics teachers' knowledge and perceptions of cooperative learning. Conducting research on urban primary and urban secondary mathematics teachers will provide valuable information that can be used to improve student achievement in mathematics by planning college courses for pre-service teachers as well as preparing workshops and in-service training sessions for practicing teachers to enhance teaching and learning in mathematics. Data collection involved mathematics teachers completing an online survey. Data was divided into the following three sections: demographic data on participants, the use of cooperative learning in classrooms, as well as teachers' knowledge and perceptions of cooperative learning. A Likert scale was utilized to determine if differences exist between urban primary and urban secondary mathematics teachers' levels of agreement/disagreement with cooperative learning statements. Results from this study indicated no significant differences exist between urban primary and urban secondary mathematics teachers' knowledge and perceptions of cooperative learning.
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