Strengthening Mathematical Proficiency Through Collaborative Learning
Major
Educational Studies
Second Major
Mathematics
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
State Farm Hall
Start Date
4-13-2024 9:00 AM
End Date
4-13-2024 12:00 PM
Abstract
This study focused on engagement and mathematical proficiency (Kilpatrick, et al., 2010) of students in a high school mathematics classroom. The purpose of this classroom research was to find how group work, collaboration, and use of relevant mathematics content affected engagement and ultimately students’ mathematical proficiency. This study was directed in a suburban high school within two Algebra II with Trigonometry classes and one Geometry class. Students were grouped in pods of 4 to 5 students. Students were either grouped randomly or grouped strategically. Putting students in groups encouraged and supported collaboration from peer to peer, which also helped students for the real world. Students were observed during class and completed two surveys throughout the process of this research. Students were also exposed to not only people in mathematics and their jobs but also different areas of STEM to make content more relevant. Results from research findings provided evidence that while students were collaborating in groups, their engagement and mathematical proficiency were affected. Through group work, students were observed to be more engaged within the instruction and the material which highly affected their mathematical proficiency.
Strengthening Mathematical Proficiency Through Collaborative Learning
State Farm Hall
This study focused on engagement and mathematical proficiency (Kilpatrick, et al., 2010) of students in a high school mathematics classroom. The purpose of this classroom research was to find how group work, collaboration, and use of relevant mathematics content affected engagement and ultimately students’ mathematical proficiency. This study was directed in a suburban high school within two Algebra II with Trigonometry classes and one Geometry class. Students were grouped in pods of 4 to 5 students. Students were either grouped randomly or grouped strategically. Putting students in groups encouraged and supported collaboration from peer to peer, which also helped students for the real world. Students were observed during class and completed two surveys throughout the process of this research. Students were also exposed to not only people in mathematics and their jobs but also different areas of STEM to make content more relevant. Results from research findings provided evidence that while students were collaborating in groups, their engagement and mathematical proficiency were affected. Through group work, students were observed to be more engaged within the instruction and the material which highly affected their mathematical proficiency.