Date Approved

2012

Degree Type

Open Access Senior Honors Thesis

Department

Mathematics

First Advisor

Ronald Carlson

Second Advisor

Barbara Leapard

Abstract

Traditional mathematics classrooms often include a teacher lecturing at a chalk board while students sit quietly at their desks taking notes. Once lecture is complete, the class may move on to guided and then independent practice, still without any peer interaction. Some students can and will learn mathematics in this fashion. However, many students will never have any reason to think about the content they are learning beyond the memorization of procedural knowledge, and others may tune out entirely when their role in the classroom is such a passive one. Cooperative education is a plausible alternative to the traditional classroom model.

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