Fifth and Sixth Graders' Involvement and Participation in Cooperative Small Groups in Mathematics

Abstract

This study examined 48 fifth- and sixth-grade students' responses in cooperative small groups in mathematics. Students' attending and participating behavior was observed in small-group and whole-class settings in 1 fifth-grade and 5 sixth-grade classes in 3 schools. Findings showed that students generally spent more time on-task, and especially more quality time on-task, in groups than in the whole-class setting. Students were also more active participants in groups. Boys showed more initiating behavior in cooperative small groups than did girls. Low achievers were more passive than high achievers in cooperative small groups.