Hur kan kooperativt lärande användas som lektionsstruktur för att minska matematikångest?

Detta är en Uppsats för yrkesexamina på grundnivå från Malmö universitet/Fakulteten för lärande och samhälle (LS); Malmö universitet/Fakulteten för lärande och samhälle (LS)

Sammanfattning: This study is a study of literature which focused on the research question How can cooperative learning reduced perceived mathematics anxiety. This was conducted via a literature search in a variety of databases, such as ERC, ERIC, and finally libsearch. The searchwords that were used were connected to the reasearch question, for instance cooperative learning in mathematics and anxiety. The studies that were chosen based on relevance were then analyzed and summarized. Based on the summarization subcategories such as shared responsibility, complement each other, helping, not competing, active learning, and setbacks were established based on recurring concepts. The results were then presented based on these subcategories’ effect on perceived mathematics anxiety. The conclusion that was made was that cooperative learning can reduce mathematics anxiety by giving students an improved sense of responsibility, cooperation, and support by their peers as well as creating a less competitive environment with more focus on active learning

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