Group work in mathematics

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C ollaboration helps to develop many of the key skills that will be required of students for their future success. Collaboration leads to greater retention, improved student achievement, and increased self-esteem and metacognition, and it can be used to facilitate active learning and to promote inclusion by increasing contact among diverse groups Bossert ; Bowman, Frame, and Kennette ; Hennessey ; Kennette and Frank ; Kramarski and Mevarech ; Rajaram and Pereira-Pasarin ; U. Department of Education Despite the many benefits of group work, instructors are sometimes hesitant to use it due to some of its well-known pitfalls social loafing, disputes, individualized grading, student bemoaning, etc. Before you get started Regardless of the discipline you teach, you will likely encounter some resistance from students when you introduce your group work project. Students may react this way to any assignment, but they seem to have particularly negative perceptions of group work.
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Clip 4/24: Quadrilateral Group Work - Part A

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Implementing Group Work in the Classroom | Centre for Teaching Excellence | University of Waterloo

As math teachers, we find that our students learn best when they can collaborate. In addition, successful cooperative learning holds students individually accountable while making their success also dependent on others. The pandemic initially restricted our ability to implement traditional group work. Remote learning has burdened both students and teachers with overwhelming workloads, and in addition, our students spend most of the school day alone, passively watching lessons or silently working on assignments by themselves. We divide students into groups of three or four to work on a task in our online meetings, and we use breakout rooms so each group has its own space to talk.
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Implementing Group Work in the Classroom

Or complain about a lazy teammate? Unequal participation is perhaps the most common complaint about group work. These involve setting out clear expectations for group work, increasing accountability among participants, and nurturing a productive group work dynamic.
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There are, of course, many ways to organise children into groups. Unless the teacher has specific reasons for doing otherwise, a random mix method is best for this type of co-operative problem solving. Here is one way to achieve a random mix of pupils using a pack of ordinary playing cards. To form seven groups of four children, use all four card suits from one Ace to seven. Shuffle this pack and have each child choose a card.
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