Gender-related effects of co-operative learning in a mathematics curricu¬lum for 12-16-year-olds.

V.V. Busato; G.T.M. Ten Dam; P. Van den Eeden; J. Terwel

doi:10.1080/0022027950270605

Gender-related effects of co-operative learning in a mathematics curricu¬lum for 12-16-year-olds.

V.V. Busato, G.T.M. Ten Dam, P. Van den Eeden, J. Terwel

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Abstract

This project investigated an instructional model for middle school education in mathematics: the AGO-model. The research question is: what are the differential effects for boys and girls of co-operative learning in mathematics? The AGO-model does improve the achievement of girls as compared to traditional (individual) instruction. However girls do not profit more than boys from co-operative learning.

Original language	English
Pages (from-to)	667-687
Number of pages	20
Journal	Journal of Curriculum Studies
Volume	27
Issue number	6
DOIs	https://doi.org/10.1080/0022027950270605
Publication status	Published - 1995

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10.1080/0022027950270605

JCS1995Busato Ten Dam Van den Eeden Terwel

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title = "Gender-related effects of co-operative learning in a mathematics curricu¬lum for 12-16-year-olds.",

abstract = "This project investigated an instructional model for middle school education in mathematics: the AGO-model. The research question is: what are the differential effects for boys and girls of co-operative learning in mathematics? The AGO-model does improve the achievement of girls as compared to traditional (individual) instruction. However girls do not profit more than boys from co-operative learning.",

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AB - This project investigated an instructional model for middle school education in mathematics: the AGO-model. The research question is: what are the differential effects for boys and girls of co-operative learning in mathematics? The AGO-model does improve the achievement of girls as compared to traditional (individual) instruction. However girls do not profit more than boys from co-operative learning.

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DO - 10.1080/0022027950270605

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Gender-related effects of co-operative learning in a mathematics curricu¬lum for 12-16-year-olds.

Abstract

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