Geodesic
Může skupinová výuka matematiky zlepšit vzájemné vztahy mezi žáky?
Učitel matematiky, Tome 25 (2017) no. 1, pp. 20-31 Cet article a éte moissonné depuis la source Czech Digital Mathematics Library

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Small group mathematics education (especially problem-based learning, project-based learning, cooperative learning, collaborative learning or inquire-based learning) involves a high degree of interaction. Within the small group education, learners work with their classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The paper deals with such small group learning methods and their effect on learners’ relationships. The aim of our research was to answer the question: Can the cooperative learning methods help to integrate isolated learners into the class? The research results justify the implementation of cooperative learning methods into education.
Small group mathematics education (especially problem-based learning, project-based learning, cooperative learning, collaborative learning or inquire-based learning) involves a high degree of interaction. Within the small group education, learners work with their classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The paper deals with such small group learning methods and their effect on learners’ relationships. The aim of our research was to answer the question: Can the cooperative learning methods help to integrate isolated learners into the class? The research results justify the implementation of cooperative learning methods into education.
Classification : 97B99, 97D80 
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     title = {M\r{u}\v{z}e skupinov\'a v\'yuka matematiky zlep\v{s}it vz\'ajemn\'e vztahy mezi \v{z}\'aky?},
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Borůvková, Radka; Emanovský, Petr. Může skupinová výuka matematiky zlepšit vzájemné vztahy mezi žáky?. Učitel matematiky, Tome 25 (2017) no. 1, pp. 20-31. http://geodesic.mathdoc.fr/item/UM_2017_25_1_a2/

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