A conceptual framework for the cultural integration of cooperative learning : a Thai primary mathematics education perspective
Data(s) |
01/08/2013
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Resumo |
The Thailand education reform adopted cooperative learning to improve the quality of education. However, it has been reported that the introduction and maintenance of cooperative learning has been difficult and uncertain because of the cultural differences. The study proposed a conceptual framework developed based on making a connection between Thai cultures and cooperative learning elements, and implemented a small-scale research project in a Thai primary mathematics class with a teacher and thirty-two Grade 4 students. The results uncovered that the three components including preparation of teachers, instructional strategies and preparation of students can be vehicles for the culture integration in cooperative learning. |
Formato |
application/pdf |
Identificador | |
Publicador |
Eurasia Publishing House |
Relação |
http://eprints.qut.edu.au/65451/2/65451.pdf DOI:10.12973/eurasia.2013.933a Park, Ji Yong & Nuntrakune, Tippawan (2013) A conceptual framework for the cultural integration of cooperative learning : a Thai primary mathematics education perspective. Eurasia : Journal of Mathematics, Science and Technology Education, 9(3), pp. 247-258. |
Direitos |
Copyright 2013 iSER, International Society of Educational Research |
Fonte |
School of Curriculum; Faculty of Education |
Palavras-Chave | #130202 Curriculum and Pedagogy Theory and Development #130208 Mathematics and Numeracy Curriculum and Pedagogy #130302 Comparative and Cross-Cultural Education #Cooperative learning #Cultural difference #Mathematics education #Primary education #Thailand education |
Tipo |
Journal Article |