Teacher Interventions in Cooperative-Learning Mathematics Classes

The authors examined the extent to which teacher interventions focused on students\u27 mathematical thinking in naturalistic cooperative-learning mathematics classroom settings. The authors also observed 6 videotapes about the same teaching content using similar curriculum from 2 states. They created 2 instruments for coding the quality of teacher intervention length, choice and frequency, and intervention. The results show the differences of teacher interventions to improve students\u27 cognitive performance. The authors explained how to balance peer resource and students\u27 independent thinking and how to use peer resource to improve students\u27 thinking. Finally, the authors suggest detailed techniques to address students\u27 thinking, such as identify, diversify, and deepen their thinking