Enhancing Cooperative Learning Strategy among Chinese Secondary Students in Mathematics Classroom: A Case Study in China
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i8.2512
Abstract
Higher-order thinking skills influence the direction of education. This study explored CLS to improve HOTS in secondary school mathematics through a qualitative case study of three teachers. The results of the study showed that the teachers had positive attitudes towards CLS and emphasized group discussion and teacher guidance as effective strategies. The evaluation methodology combined quantitative and qualitative approaches. Challenges included classroom management, teacher competence, and balancing academic achievement. Ongoing professional development and monitoring are critical to the successful integration of HOTS.
Keywords
higher-order thinking skills (HOTS), cooperative learning strategy (CLS), secondary school Mathematics, teacher perspectives
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[2] Xie M. Mathematics education reform in mainland China in the past sixty years: Reviews and forecasts[J]. Journal of Mathematics Education, Educational for All, LLC. 2023; 2(1): 121–130.
[3] Sulaiman T, Muniyan V, Madhvan D. Implementation of higher order thinking skills in teaching of science: A case study in Malaysia[J]. International research journal of education and sciences (IRJES). 2017; 1(1): 2550–2158.
[4] Widana I W. Higher order thinking skills assessment (HOTS)[J]. JISAE: Journal of Indonesian Student Assessment and Evaluation. 2017; 3(1): 32–44.
[5] Virgana V. Understanding of mathematical concepts through cooperative learning, and learning styles[J]. Journal of Education and Learning (EduLearn). 2019; 13(2): 212–218.
[6] Takko M, Jamaluddin R, Kadir S A. Enhancing Higher-Order Thinking Skills among Home Science Students: The Effect of Cooperative Learning Student Teams- Achievement Divisions (STAD) Module[J]. International Journal of Learning, Teaching and Educational Research. 2020; 19(7): 204–224.
[7] Wang Aiju. Study on the application countermeasures of cooperative learning in junior high school mathematics teaching. Examination Weekly. 2023; (50): 81-84.
[8] Xie, C., Wang, M., Hu, H. Effects of Constructivist and Transmission Instructional Models on Mathematics Achievement in Mainland China: A Meta-Analysis. Frontiers in Psychology. 2018; 9.
[9] Dyson B, Shen Y, Xiong W. How Cooperative Learning Is Conceptualized and Implemented in Chinese Physical Education: A Systematic Review of Literature[J]. ECNU Review of Education. 2022; 5(1): 185–206.
[10] Johnsen, S. Improving Achievement and Attitude Through Cooperative Learning in Math Class. Math in the Middle Institute Partnership. 2009.
[11] Huiyun C. A micro-exploration of school-based resource development in junior secondary mathematics based on cooperative learning. Examination Weekly. 2024; (13): 39-44.
[12] Yildiz Durak H. Feedforward- or feedback-based group regulation guidance in collaborative groups[J]. Journal of Computer Assisted Learning. 2024; 40(2): 410–436.
[13] Davidson N. Cooperative Learning in Mathematics: A Handbook for Teachers.[M]. ERIC, 1990.
[14] Lee Manning M, Lucking R. The What, Why, and How of Cooperative Learning[J]. The Social Studies. 1991; 82(3): 120–124.
[15] Emmer E T, Gerwels M C. Establishing Classroom Management for Cooperative Learning: Three Cases.[J]. Online Submission, ERIC, 2005.
[16] Ding M, Li X, Piccolo D. Teacher interventions in cooperative-learning mathematics classes[J]. The journal of educational research, Taylor & Francis. 2007; 100(3): 162–175.
[17] Li Q, Cho H, Cosso J. Relations between students’ mathematics anxiety and motivation to learn mathematics: A meta-analysis[J]. Educational Psychology Review, Springer. 2021: 1–33.
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