E-Cooperative Problem Solving as a Strategy for Learning Mathematics during the COVID-19 Pandemic

• Tomasz Knopik ^[1] ; Urszula Oszwa ^[2]
  1. [1] Institute of Psychology, Maria Curie-Sklodowska University, Lublin, Poland
  2. [2] Institute of Pedagogy, Maria Curie-Sklodowska University, Lublin, Poland
• Localización: Education in the knowledge society (EKS), ISSN 1138-9737, ISSN-e 2444-8729, Nº. 22, 2021
• Idioma: inglés
• DOI: 10.14201/eks.25176
• Títulos paralelos:
  • La resolución de problemas e-Cooperativo como estrategia para el aprendizaje de las matemáticas durante la pandemia de la COVID-19
• Enlaces
  • Texto completo
• Resumen
  • español

    El objetivo del artículo es presentar los beneficios del aprendizaje cooperativo en matemáticas en condiciones de enseñanza a distancia durante la pandemia de la COVID-19. En estudios longitudinales, seis profesores de matemáticas formaron una red colaborativa y desarrollaron escenarios para tres proyectos que pudieran ser implementados por los estudiantes en una plataforma educativa. Durante su implementación, de ocho semanas, se han seguido los principios del aprendizaje cooperativo, utilizando las implicaciones metódicas de la teoría de la autodeterminación (TED). Entre los estudiantes (N = 104) de cinco sextos grados de la escuela primaria, las mediciones de habilidades socioemocionales se llevaron a cabo mediante el cuestionario de Clima de Aprendizaje a Distancia (DLC-21). Los estudiantes han mostrado un alto nivel de rendimiento matemático (84,8%), el aumento significativo de la afinidad con el grupo y la disminución significativa de la sensación de miedo situacional. Los resultados también indican un alto nivel de sentido de competencia y satisfacción de los estudiantes asociado con la implementación de proyectos matemáticos.

  • English

    The article presents the benefits of cooperative learning in mathematics in distance teaching conditions during the COVID-19 pandemic. In longitudinal studies, six math teachers formed a collaborative network and developed scenarios for three projects to be implemented by students on an educational platform. During their eight-week implementation, the principles of cooperative learning, using the methodical implications of the self-determination theory (SDT), have been followed. Among students (N = 104) from five sixth grades of primary school, measurements of social-emotional skills were carried out using the Distance Learning Climate questionnaire (DLC-21). The students have shown a high level of mathematical performance (84.8%), a significant increase of the relatedness to the group and a significant decrease in the sense of situational fear. The results also indicate a high level of students' sense of competence and satisfaction associated with implementing mathematical projects.

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