This chapter describes author’s first encounters with cooperative learning and his personal viewpoint on education. In this view, education should be inclusive, adaptive and cooperative. This is followed by a rationale for a realistic mathematics curriculum and its main characteristics. The theory of ‘levels in the learning process’ - developed by European scholars and researchers like Piaget, Selz, Kohnstamm, Van Hiele and Freudenthal – is described and elucidated by assignments and examples. The next part describes the role of the teacher who guides the problem solving processes of students in small heterogeneous groups of 2-4 students in secondary mathematics education. The chapter contains various sample materials and assignments for cooperative learning in mathematics. In addition, descriptions and analyses of small group interaction processes are presented. The chapter closes with some reflections and recommendations with regards to implementing cooperative learning in heterogeneous classrooms.
|Title of host publication||Cooperative learning in Mathematics. A Handbook for Teachers|
|Place of Publication||Menlo Park, California|
|Number of pages||415|
|ISBN (Print)||0201232995, 9780201232998|
|Publication status||Published - 1990|