Use of cooperative learning methodology in the teaching and learning of mathematics in primary school – teachers’ perspectives
| dc.contributor.author | Narostek, Joanna | |
| dc.date.accessioned | 2024-05-15T13:41:55Z | |
| dc.date.available | 2024-05-15T13:41:55Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.13012/194 | |
| dc.description.abstract | This study explored Irish teachers’ perspectives on the use of cooperative learning methodology in mathematics in primary school. Research questions addressed frequency and types of cooperative learning used by teachers, as well as its benefits and challenges. A mixed method approach, informed by pragmatist philosophical paradigm, was taken, with quantitative data gathered from 21 questionnaires, and qualitative data from two semi-structured interviews. Findings suggest that half of teachers use structured types of cooperative learning on a regular basis. According to participating teachers, the most significant benefits of CL are academic gains, improved social skills, and language development, while the most significant challenges are a range of academic ability among pupils, pupil relationships and behaviour management, and organisational issues. | |
| dc.language.iso | en | en_US |
| dc.subject | Primary education | en_US |
| dc.subject | Cooperative learning methodology | en_US |
| dc.subject | Mathematics | en_US |
| dc.title | Use of cooperative learning methodology in the teaching and learning of mathematics in primary school – teachers’ perspectives | en_US |
| dc.type | Thesis | en_US |
| html.description.abstract | This study explored Irish teachers’ perspectives on the use of cooperative learning methodology in mathematics in primary school. Research questions addressed frequency and types of cooperative learning used by teachers, as well as its benefits and challenges. A mixed method approach, informed by pragmatist philosophical paradigm, was taken, with quantitative data gathered from 21 questionnaires, and qualitative data from two semi-structured interviews. Findings suggest that half of teachers use structured types of cooperative learning on a regular basis. According to participating teachers, the most significant benefits of CL are academic gains, improved social skills, and language development, while the most significant challenges are a range of academic ability among pupils, pupil relationships and behaviour management, and organisational issues. | en_US |
