Cooperative Learning and Problem Solving 1

Advisor: Joanne Jasmine, Ed. D.

Using Cooperative Learning to Master the Skill of Multiplication Problem Solving with

Third Grade Students

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Sean P. Bowe
Program of Curriculum and Instruction
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Submitted in partial fulfillment

of the requirements for the degree of
Master of Arts in the
Graduate Program
Caldwell College
2010
 UMI Number: 1475256

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UMI 1475256
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 Cooperative Learning and Problem Solving 2

Abstract

Problem solving provides students an opportunity to use mathematical concepts and

apply them to real-world situations (National Council Teacher of Math [NCTM], 2000).

Cooperative learning is an instructional strategy in which students in small groups work

cooperatively to achieve a shared academic goal (Johnson & Johnson, 1999). This study

attempted to evaluate the effect cooperative learning may have on mastering

multiplication problem solving among third grade students. In order to evaluate the

effects of cooperative learning on multiplication problem solving ability, various

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methodologies were used to triangulate data during this study. The methods utilized were
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a Likert survey, an open-ended questionnaire, and a post-test. The results of this data

indicated that cooperative learning may have been one factor contributing to increased
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multiplication problem solving ability. Data also suggested that students liked working

cooperatively, exposed students to other problem solving strategies, and helped them
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understand multiplication word problems better.

 Cooperative Learning and Problem Solving 3

Table of Contents

CHAPTER 1 – INTRODUCTION 4
Introduction 4
Background 4
Statement of the Problem 5
Research Question 5
Definition of Terms 5
Conclusion 6
CHAPTER 2 – LITERATURE REVIEW 7
History of Cooperative Learning 8
Cooperative Learning 9
Types of Cooperative Learning 10
Problem Solving and Math 12
Cooperative Learning and Problem Solving 13
Relevant Studies 14
Conclusion 15

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CHAPTER 3 – METHODOLOGY 16
Participants 16
Data Collection Methods IE 16
Procedure 18
Conclusion 21
CHAPTER 4 – DATA ANALYSIS 22
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Results of Data 22
Analysis of Data 26
Limitations 27
Discussion 27
Implications for Teaching 28
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Conclusion 29
REFERENCES 31
APPNDIX A 33
Administration Letter 33
Principal Consent 34
Parent Letter 35
Parental Consent Form 36
APPENDIX B 37
Likert Scale 37
Open Ended Questionnaire 38
Post-Test 39
 Cooperative Learning and Problem Solving 4

Chapter 1

Introduction

Problem solving provides students an opportunity to use mathematical concepts and

apply them to real-world situations (National Council Teachers of Math [NCTM], 2000).

In the past, most teachers concentrated the majority of their teaching on paper-and-pencil

calculations with significantly less time spent on problem solving (Burns, 2000). This

has caused students to lag behind in problem solving performance (Sakshaug, Olson, &

Olson, 2004). Therefore, teachers should be implementing strategies available to

improve performance. Cooperative learning is a teaching methodology that has been

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proven successful in math instruction (Slavin, 1990) and is a potential strategy to improve

student problem solving ability.

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Cooperative learning is an instructional strategy in which students in small groups
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work cooperatively to achieve a shared academic goal (Johnson & Johnson, 1999).

Instead of competing to be the first to find the answer, students work together to ensure
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every member of the group is successful. Cooperative learning strategies also have

reward components that are determined based on the success of the group (Slavin, 1990).

Therefore, if everyone does not succeed the rewards are not realized. Students who

engage in cooperative learning might exhibit higher levels of academic achievement than

those provided traditional individual instruction (Johnson & Johnson, 1999).

Background

This study occurred in a suburban elementary school in the Northeastern United

States. The school was located outside of a major metropolitan area. The student

population consisted of 317 students in classes ranging from pre-Kindergarten to 5th

 Cooperative Learning and Problem Solving 5

grade. There was 1 pre-school class, 1 self-contained primary classroom, 2 half-day

Kindergarten sections, and 3 sections of grades 1 through 5 respectively. The faculty was

comprised of 34 full-time faculty members. The participants of the study were placed in

the advanced third grade math class. There were a total of 17 students.

Statement of the Problem

Students must have the ability to use arithmetic computation knowledge in

everyday life. According to the international and national standardized testing data,

students are improving in math overall, but U.S. students are not progressing at the same

rate with problem solving (Sakshaug, et al., 2004). This is a trend that has also been

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identified at the school studied. At a faculty meeting, teachers identified the top three
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areas in need of improvement at the school level. After establishing the top three areas of

improvement, the faculty voted on one of the three areas to concentrate efforts. As a
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result, a school-wide goal was established to increase student performance in problem

solving skills associated with mathematical word problems. Therefore, the purpose of
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this study was to determine if cooperative learning improved student performance in the

area of mathematical problem solving.

Research Question

To what extent did the use of cooperative learning help third grade students master

the skill of solving multiplication word problems?

Definition of Terms

Cooperative learning - an instructional method in which heterogeneous groups of 2-5

students work together to achieve a common goal

Positive interdependence – establishing a group setting in which the team cannot

 Cooperative Learning and Problem Solving 6

succeeds without all members succeeding

Promotive interaction – the belief that cooperation among team members increases

learning in small group settings

Conclusion

Mathematical problem solving is a skill students need (Burns, 2000) to become

functioning members of society. Cooperative learning is an instructional strategy that

may help students master such skills. Cooperative learning allows students to share ideas

and strategies, build on prior knowledge, and resolve conflicts constructively to ensure

that all group members are successful (Johnson & Johnson, 1999).

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 Cooperative Learning and Problem Solving 7

Chapter 2

Literature Review

Problem solving is defined as the process of establishing and implementing a plan

to solve simple to complex mathematical problems (Mayer & Hegarty, 1996). Word

problems are a type of problem solving activity that helps students take mathematical

knowledge and apply it to real world situations (Swanson, Jerman, & Zheng, 2008). If

students do not have this ability, the application of mathematical knowledge, skills, and

ideas are severely limited because they cannot apply their knowledge to everyday

circumstances (NCTM, 2000). Cooperative learning may be one method to maximize

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student learning (Johnson & Johnson, 1999) because it encourages students to share and
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discuss different perspectives and strategies for solving mathematical problems (Gillies &

Khan, 2008).
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Cooperative learning is an instructional method in which small, heterogeneous

groups of students work together towards a common instructional goal (Johnson &
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Johnson, 1999). Cooperative learning keeps reluctant and active learners engaged in the

problem solving process because everyone must work together for the group to achieve

(Carlan, Rubin, & Morgan, 2005). By allowing students to solve math problems

cooperatively, they see themselves as problem solvers capable of success in math (Adeeb,

Bosnick, & Terrell, 1999). Cooperative learning also exposes students to different

problem solving strategies (Gillies, & Khan, 2008). This provides students the

intellectual capital to apply that knowledge in future problem solving situations (Gillies

& Khan).
 Cooperative Learning and Problem Solving 8

History of Cooperative Learning

Koffka initiated social interdependence theory, and this concept was later refined

by Lewin, Deutsch, and Johnson (Johnson & Johnson, 1999). Social interdependence

theory stated that promotive interaction or cooperation among team members encourages

and facilitates the learning of those in the group (Johnson & Johnson). The positive

results of this interaction generated an increased effort to achieve, a positive interaction

with peers, and psychological well being (Johnson & Johnson). Social interdependence

had significant influence on the creation of cooperative learning by establishing the

theoretical basis in which cooperative learning was conceived (Johnson & Johnson).

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In the 1970s, formal methods of cooperative learning began to expand. DeVries
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and Edwards created the Teams-Games-Tournament approach to cooperative learning

(Johnson & Johnson, 1999) in which students worked together and then competed against
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other groups to earn points (Slavin, 1990). Johnson and Johnson (1999) developed the

Learning Together model for cooperative learning focusing on group achievement and
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rewards, individual accountability, and team grades. In addition, Slavin (1990) began the

development of his cooperative learning curricula with Student Teams Achievement

Divisions (STAD). This approach involved individual quizzes instead of a tournament.

Sharan and Sharan (as cited in Slavin, 1990) generated the cooperative learning technique

of Group Investigation in which groups research a topic and then present it to the class.

In 1978, Aronson created the Jigsaw technique of cooperative learning (Johnson &

Johnson, 1999) that requires a home group and a base group.

In the 1980s, further development of cooperative learning styles occurred. These

included the Structures Approach to Cooperative Learning and the Team Accelerated