| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. Education Bibliography: leaves 97-104 This qualitative study examines the perceived effects that exposure to a new learning environment might have on a group of students and their mathematics teacher, especially as these perceptions relate to working together to solve mathematical problems. Five academic high school students, randomly grouped together to solve mathematical problems related to Coordinate Geometry, were observed for a thirteen-class period. Following the classroom observations, three of the five students agreed to be interviewed and to solve problems individually, in pairs, and as a group. As well, their mathematics teacher was interviewed. All interviews and problem solving sessions were audio taped. -- The four research questions were: 1) How do these students feel about their new learning environment, especially with respect to how they solved mathematical problems while working together? 2) What are their teacher's perceptions with respect to her students as a result of such an experience? 3) What are my own perceptions of the experience, especially with respect to how the students solved problems and worked together? 4) What were some factors that appeared significant for the students in this mathematics class? -- Factors such as student attendance, discipline, culture and language surfaced as influencing the ability of these students to work together to solve mathematical problems in their new learning environment. The role of homework in a cooperative learning environment also emerged as an issue for future research considerations.
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