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Using Cooperative Learning to Master the Skill of Multiplication Problem Solving with
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Sean P. Bowe
Program of Curriculum and Instruction
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In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
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a note will indicate the deletion.
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UMI 1475256
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ProQuest LLC
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P.O. Box 1346
Ann Arbor, MI 48106-1346
Cooperative Learning and Problem Solving 2
Abstract
apply them to real-world situations (National Council Teacher of Math [NCTM], 2000).
cooperatively to achieve a shared academic goal (Johnson & Johnson, 1999). This study
multiplication problem solving among third grade students. In order to evaluate the
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methodologies were used to triangulate data during this study. The methods utilized were
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a Likert survey, an open-ended questionnaire, and a post-test. The results of this data
indicated that cooperative learning may have been one factor contributing to increased
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multiplication problem solving ability. Data also suggested that students liked working
cooperatively, exposed students to other problem solving strategies, and helped them
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Table of Contents
CHAPTER 1 – INTRODUCTION 4
Introduction 4
Background 4
Statement of the Problem 5
Research Question 5
Definition of Terms 5
Conclusion 6
CHAPTER 2 – LITERATURE REVIEW 7
History of Cooperative Learning 8
Cooperative Learning 9
Types of Cooperative Learning 10
Problem Solving and Math 12
Cooperative Learning and Problem Solving 13
Relevant Studies 14
Conclusion 15
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CHAPTER 3 – METHODOLOGY 16
Participants 16
Data Collection Methods IE 16
Procedure 18
Conclusion 21
CHAPTER 4 – DATA ANALYSIS 22
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Results of Data 22
Analysis of Data 26
Limitations 27
Discussion 27
Implications for Teaching 28
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Conclusion 29
REFERENCES 31
APPNDIX A 33
Administration Letter 33
Principal Consent 34
Parent Letter 35
Parental Consent Form 36
APPENDIX B 37
Likert Scale 37
Open Ended Questionnaire 38
Post-Test 39
Cooperative Learning and Problem Solving 4
Chapter 1
Introduction
apply them to real-world situations (National Council Teachers of Math [NCTM], 2000).
In the past, most teachers concentrated the majority of their teaching on paper-and-pencil
calculations with significantly less time spent on problem solving (Burns, 2000). This
has caused students to lag behind in problem solving performance (Sakshaug, Olson, &
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proven successful in math instruction (Slavin, 1990) and is a potential strategy to improve
Instead of competing to be the first to find the answer, students work together to ensure
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every member of the group is successful. Cooperative learning strategies also have
reward components that are determined based on the success of the group (Slavin, 1990).
Therefore, if everyone does not succeed the rewards are not realized. Students who
engage in cooperative learning might exhibit higher levels of academic achievement than
Background
States. The school was located outside of a major metropolitan area. The student
Kindergarten sections, and 3 sections of grades 1 through 5 respectively. The faculty was
comprised of 34 full-time faculty members. The participants of the study were placed in
the advanced third grade math class. There were a total of 17 students.
everyday life. According to the international and national standardized testing data,
students are improving in math overall, but U.S. students are not progressing at the same
rate with problem solving (Sakshaug, et al., 2004). This is a trend that has also been
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identified at the school studied. At a faculty meeting, teachers identified the top three
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areas in need of improvement at the school level. After establishing the top three areas of
improvement, the faculty voted on one of the three areas to concentrate efforts. As a
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result, a school-wide goal was established to increase student performance in problem
solving skills associated with mathematical word problems. Therefore, the purpose of
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this study was to determine if cooperative learning improved student performance in the
Research Question
To what extent did the use of cooperative learning help third grade students master
Definition of Terms
Promotive interaction – the belief that cooperation among team members increases
Conclusion
may help students master such skills. Cooperative learning allows students to share ideas
and strategies, build on prior knowledge, and resolve conflicts constructively to ensure
that all group members are successful (Johnson & Johnson, 1999).
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Cooperative Learning and Problem Solving 7
Chapter 2
Literature Review
to solve simple to complex mathematical problems (Mayer & Hegarty, 1996). Word
problems are a type of problem solving activity that helps students take mathematical
knowledge and apply it to real world situations (Swanson, Jerman, & Zheng, 2008). If
students do not have this ability, the application of mathematical knowledge, skills, and
ideas are severely limited because they cannot apply their knowledge to everyday
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student learning (Johnson & Johnson, 1999) because it encourages students to share and
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discuss different perspectives and strategies for solving mathematical problems (Gillies &
Khan, 2008).
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Cooperative learning is an instructional method in which small, heterogeneous
groups of students work together towards a common instructional goal (Johnson &
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Johnson, 1999). Cooperative learning keeps reluctant and active learners engaged in the
problem solving process because everyone must work together for the group to achieve
(Carlan, Rubin, & Morgan, 2005). By allowing students to solve math problems
cooperatively, they see themselves as problem solvers capable of success in math (Adeeb,
Bosnick, & Terrell, 1999). Cooperative learning also exposes students to different
problem solving strategies (Gillies, & Khan, 2008). This provides students the
intellectual capital to apply that knowledge in future problem solving situations (Gillies
& Khan).
Cooperative Learning and Problem Solving 8
Koffka initiated social interdependence theory, and this concept was later refined
by Lewin, Deutsch, and Johnson (Johnson & Johnson, 1999). Social interdependence
theory stated that promotive interaction or cooperation among team members encourages
and facilitates the learning of those in the group (Johnson & Johnson). The positive
with peers, and psychological well being (Johnson & Johnson). Social interdependence
theoretical basis in which cooperative learning was conceived (Johnson & Johnson).
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In the 1970s, formal methods of cooperative learning began to expand. DeVries
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and Edwards created the Teams-Games-Tournament approach to cooperative learning
(Johnson & Johnson, 1999) in which students worked together and then competed against
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other groups to earn points (Slavin, 1990). Johnson and Johnson (1999) developed the
Learning Together model for cooperative learning focusing on group achievement and
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rewards, individual accountability, and team grades. In addition, Slavin (1990) began the
Sharan and Sharan (as cited in Slavin, 1990) generated the cooperative learning technique
of Group Investigation in which groups research a topic and then present it to the class.
In 1978, Aronson created the Jigsaw technique of cooperative learning (Johnson &
included the Structures Approach to Cooperative Learning and the Team Accelerated