Key points are not available for this paper at this time.
Increased use of cooperative learning methods is one of the most visible changes in (mathematics) education in the last decade. To illustrate, the National Counci l of Teachers of Mathematics has promoted cooperative work in its two recent Standards documents (National Council of Teachers of Mathematics NCTM, 1989, 1991), and the entire December 1989 issue of Educational Leadership (Brandt, 1989) was devoted to cooperative learning. Given all this attention, it seems reasonable to ask what research evidence there is concerning the various types of cooperative learning, their effect on achievement. and their effect on other aspects of student learning.
Davidson et al. (Fri,) studied this question.