Collaborative Learning Method in Teaching Mathematics

Abstract

The major focus of this study was to explore collaborative teaching contribute to learning mathematics and to find out the challenges in applying collaborative leaning method. I have followed qualitative research with ethnography approach. The study site is creative Academy school Kirtipur and Green Field Higher Secondary School Kalanki, Bafal. The participants of my study were two secondary level mathematics teachers. The first participant teacher was form creative academy school, Kirtipur. And the second participant teacher was for Green filed Higher Secondary School, Kalanki Bafal. Similarly, the participants of my study were twelve secondary level mathematics students from both creative Academy School and Green Field Higher Secondary School. To maintain quality standard, I used cross match, triangulation, member checking, prolonged stayed in the field. For quality standard, I followed credibility, transferability, dependability and conformability. The data were collected by the means of interview guidelines with teachers and students and classroom observation. I have found that positive interdependency, individual accountabilities, student's encouragement in motivation, students centered method in collaborative classroom. In this study I found that the challenges faced were mathematics Anxiety. Traditional learning teaching activities, gender diversity, difficult in class control, individual difference among students in collaborative classroom. Similarly, I also study its relevance in Nepalese context and educational implication.