Abstract
ABSTRACT In the Mathematics Reasoning course at Drake University students learn how to construct a proof. To this end, they study logic, set theory, functions, and relations. This article describes the course and the authors' efforts to introduce collaborative, small-group, mixed-ability activities into the classroom. We offer our observations on the ease, difficulties, rewards, and demands involved in implementing a collaborative learning environment. We conclude by summarizing student and instructor attitudes towards these collaborative activities.
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