REFLECTION ON COLLABORATIVE LEARNING
There is increasing evidence that many pupils are not showing positive attitude toward learning mathematics. A lot of work needs to be done to help students change their orientation about mathematics. Collaborative works provides such opportunity for pupils to work together, shares ideas, brainstorming and discuss mathematics concepts. Neil (cited in Di Martino & Zan, 2003) submits something called “attitude plays a crucial role in mathematics”. Panitz (1996) indicates that collaborative learning can take place where pupils come together in groups with individual’s group members abilities and contributions highlighted. He explains that there is “sharing of authority and acceptance of responsibility among group members for the group actions”. He added that collaborative is hinged on consensus building through cooperation by group members. Wiersema (2000) see “collaborative learning as a philosophy: working together, building together, learning together, changing together, and improving together”. He believes that pupils will become a better learner if they learn to work together. Macgregor et al (1992) define “collaborative learning as an umbrella terms for a variety of educational approaches involving joint intellectual effort by students or students and teachers together”. I undertook collaborative learning with my year 7 pupils in my first placement. This class have been taught a topic called ‘substitution’ by their class teacher previous week. When he realised that majority of pupils in the class didn’t grasp the concept, he advised that I take them on the topic again in my next lesson. This has prompted me to look for activity that would make the lesson more interesting and challenging. I eventually laid my hands on follow me card activity, which involve pupils to work interdependently and collaboratively for the learning to be effective. On each card there was a different substitution instruction. See appendix 1. After I have shuffled the cards, I decided to share them among the pupils with each pupil getting at least 4 cards. To ensure that they get familiarised with the activity, I hold the start card which contained ‘a = 1, b = 4, c = 5. You are a + b’ in the front of the class. I then asked each an every one of them to substitute for value of a and b in the expression. With every pupils in the class doing the working on the mini white board, I instruct the person that was holding I am 5; you are b + c to shout out the answer and read out the next statement. This as a matter of fact gave the class a clear picture of how the task should be tackled. It was quite amazing to see the whole class engaged and involved in the
activity. I was also pleased to note that pupils were able to collaboratively work together as well as working independently because each time a pupil shout out the answer and gave next instruction everybody was seen busy working out the substitution on their mini white board. This activity has promoted effective mathematical learning among the pupils thereby helping them to develop mathematical understanding of the concept so much so that they beg to continue with the activity. Rawlinson (1994) argues that pupils will have the opportunity to test ideas, take risks and support one another to develop mathematical understanding when they are encouraged to work collaboratively on a shared mathematical task. He however, points out that collaborative work can lead to idle chatter among the pupils. This I am tempted to disagree with because while working alongside the pupils, I did not notice any off task conversation going on as the task allowed everybody to engross in the learning. Browns, Collins and Duguid (1989 cited in Macgregor et al 1992) reported that research suggests “learning is fundamentally influenced by context and activity in which it is embedded”. Len et al (2009) indicate that the great “advantage of collaborative learning in mathematics classes is that each student is an important part of their classmates learning process”.
References
Len, D.R et al. (2009) A collaborative Learning Case Study: Mathematics and the use of specific software. [Online] Available from: http://www.formatexorg/micte2009/book/12351238.pdf [Accessed 12 April 2010] MacGregor, J.T and Smith, B.L (1992) “What is collaborative learning?” in collaborative learning: A Sourcebook for Higher Education. [Online] Available from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.128.6526&rep=rep1&type=pdf [Accessed 12 April 2010]
Di Martino, P & Zan, R. (2003) Attitude Toward Mathematics: Overcoming the Positive/Negative Dichotomy. [Online]. Available from: http://www.math.umt.edu/tmme/Monograph3/Zan_Monograph3_pp.157_168.pdf . [Accessed 12 April 2010]
Panitz, T. (1996) A Definition of Collaborative vs. Cooperative Learning. [Online]. Available from: http://www.londonmet.ac.uk/deliberations/collaborative-learning/wiersema-cfm. [Accessed 12 April 2010]
Rawson, W.B. (1994) Mathematics for Curriculum Leaders: Primary Inset Series. London: Routledge Wiersema, N. (2000) How does Collaborative Learning Actually Working a Classroom and Student React to it? A Brief Reflection. [Online]. Available from: http://www.londonmet.ac.uk/deliberations/collaborative-learning/wiersema-cfm. [Accessed 12 April 2010]
