Date of Graduation

2015

Document Type

Thesis

Degree Type

MA

College

College of Education and Human Services

Department

Curriculum & Instruction/Literacy Studies

Committee Chair

Johnna J Bolyard

Committee Co-Chair

Matthew Campbell

Committee Member

Reagan Curtis

Abstract

Cooperative learning in school mathematics has been widely studied. However, variation is found in efficacy of this approach. This study examines the particular fit of a cooperative learning approach in rural mathematics classrooms. Research centers on two rural sixth-grade mathematics classrooms whose teachers have had varying degrees of experience in and support for a student-centered cooperative approach to mathematics. This study examines the overall effect of cooperative learning in this setting, then searches for differences in outcomes that may correlate with differences in experience, support, and teacher training in cooperative learning processes. Throughout the school year, benchmark measures of students' mathematics achievement were taken at three different intervals. Results from repeated-measures ANOVA are reported. Students showed significant growth in achievement in both cooperative-learning classrooms. There were not significant differences found overall on mathematics achievement between the classrooms at the two schools. However, the interaction effect of treatment and time approached significance (p=.051). Differences in the shapes of the growth in mathematics achievement over time between groups are explored, and implications for further research are discussed.

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