Date of Project

4-24-2020

Document Type

Honors Thesis

School Name

Annsley Frazier Thornton School of Education

Department

Mathematics

Major Advisor

Dr. Jessica Ivy

Abstract

Collaborative group work has become a prevalent teaching strategy in high school mathematics classrooms, and for good reason. When implemented effectively, studies show that collaboration improves student learning outcomes. However, there are other factors to consider when deciding on best practices for teaching, one being student attitudes towards the content. In particular student attitudes towards mathematics (which are not generally positive) are important to consider. In this study, students in a high school mathematics classroom took a survey before and after a unit that implemented collaborative strategies. Results of the study indicate that student attitudes towards math improved after working collaboratively during the unit.

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