Students' standpoints about the significance of cooperative learning in maths teaching in lower primary school grades

Abstract

Increasing the efficacy of maths teaching is equally challenging for both teachers and researchers. The approved educational strategy and applied forms and methods of work significantly influence the success in learning of primary school children. In the course of cooperative learning, students are more exhilarated and more eager to participate in solving exercises. The structure of such a school lesson differs from the traditional lesson. More prominent roles are given to student independence, their cooperation, communication and problem solving, and in that students become more creative and resourceful. The goal of this research was to examine the students' standpoints about the application and significance of cooperative learning in maths classes in lower primary school grades. The research was implemented among primary school students, in four primary schools in Subotica in the Republic of Serbia, in the second term of 2016/2017 school year. The sample included 168 students (N=168). Studies and research results have shown that students express a positive opinion about the strategy of cooperative learning and that it has a positive effect on cooperative ability in team work, on the development of communicative abilities and, finally, an individual effect. The obtained results are encouraging for the educational practice; they contribute to confirming the assumption of cooperative learning and consequential development of various competences in mathematical instruction are possible with students of lower primary school grades. © 2020, FACTEACHEREDUCATION. All rights reserved.