oa Mosenodi - Cooperative small-group learning in mathematics : a Botswana study of student behaviours and perceptions
This paper presents data a rising from a study on the feasibility of cooperative small-group learning in mathematics conducted in senior secondary schools in Botswana. It was found that, although students tended to spend a considerable amount of time working alone and recognised problems such as argumentativeness within the group, they generally responded positively to this instructional strategy, particularly from the perspective of idea-sharing. As well as being culturally appropriate in the African context, the method also seemed to promote gender equity in participation.
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