Using collaborative learning in the teaching of algebra

Abstract

This case study explores the use of collaborative learning in the teaching of Algebra. For this study I worked with a Secondary School teacher who was willing to give me four lessons with one of her classes. During these lessons I taught the students the topic of 'Sequences' through Collaborative Learning. The study focused on the difficulties encountered when using this approach and the students' reaction towards this new method of teaching. Apart from the lessons, the research data also included questionnaires. A first questionnaire was given to the students to acquire an idea of the participants' attitude towards the learning of mathematics and algebra. Then a final questionnaire was given at the end of the study to elicit feedback on the students' reaction to their experience of Collaborative Learning during this study. The research is also based on the author's written reflections after each lesson and the teacher's notes taken during the delivery of each lesson. The findings reveal that even though students have an aversion to algebra they reacted very positively to the lessons in this study. Students' difficulties at interpreting and using algebraic expressions were also revealed from the analysis of their work.