Citlalli Villegas & Dr. Ivona Grzegorczyk
Abstract
This comparative study examines student performance in two different settings in high school math classes: individual and collaborative. Our quantitative analysis of student scores was based on two Integrated Math 2 courses receiving the same instruction by the same teacher over the course of two quarters. The data was collected from 60 teenagers ages 15 – 17 and we evaluated differences in their overall performance. Additionally, we analyze the influence collaborative learning has on their success in the next level of mathematics. We obtained interesting results that highlight the significance of collaborative learning in mathematics classrooms.
Details
Session 1
9:30am – 11:00am
Grand Salon
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