Scaffolding collaborative learning in mathematics classrooms
In this practitioner-research study I investigated the quality of collaborative learning in my Year 10 mathematics class. I collected data on changes that occurred in small-group interactions before and after I conducted teamwork training. Prior to this intervention students experienced anxiety and...
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
Curtin University
2015
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| Online Access: | http://hdl.handle.net/20.500.11937/2058 |
| _version_ | 1848743847093338112 |
|---|---|
| author | Maroske, Claire |
| author_facet | Maroske, Claire |
| author_sort | Maroske, Claire |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | In this practitioner-research study I investigated the quality of collaborative learning in my Year 10 mathematics class. I collected data on changes that occurred in small-group interactions before and after I conducted teamwork training. Prior to this intervention students experienced anxiety and relied on the teacher to provide reassurance and validation. After group-work skills were introduced students displayed improved self-reliance and greater productivity and satisfaction. |
| first_indexed | 2025-11-14T05:52:04Z |
| format | Thesis |
| id | curtin-20.500.11937-2058 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T05:52:04Z |
| publishDate | 2015 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-20582017-02-20T06:39:13Z Scaffolding collaborative learning in mathematics classrooms Maroske, Claire In this practitioner-research study I investigated the quality of collaborative learning in my Year 10 mathematics class. I collected data on changes that occurred in small-group interactions before and after I conducted teamwork training. Prior to this intervention students experienced anxiety and relied on the teacher to provide reassurance and validation. After group-work skills were introduced students displayed improved self-reliance and greater productivity and satisfaction. 2015 Thesis http://hdl.handle.net/20.500.11937/2058 en Curtin University fulltext |
| spellingShingle | Maroske, Claire Scaffolding collaborative learning in mathematics classrooms |
| title | Scaffolding collaborative learning in mathematics classrooms |
| title_full | Scaffolding collaborative learning in mathematics classrooms |
| title_fullStr | Scaffolding collaborative learning in mathematics classrooms |
| title_full_unstemmed | Scaffolding collaborative learning in mathematics classrooms |
| title_short | Scaffolding collaborative learning in mathematics classrooms |
| title_sort | scaffolding collaborative learning in mathematics classrooms |
| url | http://hdl.handle.net/20.500.11937/2058 |