vận dụng phương pháp dạy học hợp tác trong môn toán ở tiểu học bản tóm tắt tiếng anh

INTRODUCTION
1. Rationale
Orientation of teaching methodology innovation has been institutionalized in the Education Law: "The method of
education to promote self-discipline, positive, proactive, creative thinking of learners; self-learning capacity building,
practical ability, passion for learning and will "(Education Law, 2005, chapter 1, article 5).
The four pillars of the XXI century education by UNESCO affirmed that: "Learning to know- Learning to do -
Learn to affirm yourself - Learn to live." Thus the educational objectives of the educational world clearly show that
education not only provides knowledge but also forms learners the skills and attitudes so that they can live and work in
the ever-changing society after completing general education programs.
Cooperative teaching is one of the active teaching methods in non-traditional teaching trends, It contributes to
orientation of teaching methodology in our country. Especially in the current period, when Vietnam officially joined
the Program of International Student Assessment (PISA) and Vietnam is implementing new model school projects
Vietnam - Global Partnership for Education - Vietnam Escuela Nuevo (VNEN), so teaching develops its strength in
meeting the standards for student groups to scale integration capability of the PISA assessment as well as of VNEN
requirements.
In primary schools in general and mathematics in primary schools in particular, no works have mentioned the
application of cooperative learning in a concrete and systematic way. For these reasons, we chose "Applying
cooperative teaching in mathematics in primary schools" for the research topic.
2. The objectives and tasks of the thesis
Objectives : Study the theory of cooperative teaching to apply in teaching mathematics in primary schools to help
improve the effectiveness of teaching.
Tasks: Based on the research purpose, the thesis has the following tasks:
- To study the theoretical basis of cooperative teaching
- Find out the current situations of teaching Mathematics in Primary cooperative teaching.
- Propose process to apply cooperative teaching and a number of methods to support the teaching Mathematics in
Primary schools
- Organize cooperative teaching experiment and assess the results of the experiment
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3. Subject of the thesis
Cooperative process of teaching mathematics in primary schools.
4. Hypothesis

From the research of teaching methodology based on cooperative teaching, if the authors propose the process and
a number of supporting measures to apply the methods of cooperative teaching in teaching Mathematics in Primary
schools, these can help teachers improve their teaching effectiveness.
5. Methodology
- The study of theory: Research, analyze, synthesize documents about methods of teaching mathematics in
Vietnam and abroad related to the thesis topic.
- Investigation - Survey: Investigate the situation of applying collaboration in teaching Mathematics in Primary
schools in order to clarify the factual basis of the subject.
- Observations: To observe some classes to complement theory and adjust processes and measures to support the
cooperation in teaching Mathematics in Primary level.
- Pedagogical experiment: Carry out an experiment about cooperative teaching in Mathematics in Primary in
order to confirm the feasibility and effectiveness of the dissertation topic.
6. Scope of the research
This research is about teaching Mathematics in primary schools in Vietnam.
7. The issues are given in the thesis
-Cooperative teaching achieves the dual objectives. They are to achieve the objective of equipping with
knowledge, to practice some skills of learning Mathematic and cooperative skills in learning.
- Viewpoints of applying cooperative teaching in Mathematics in Primary level are appropriate and can be
implemented according to the design process and the supporting measures proposed in the thesis.
8. The new contribution of the thesis
- In theory: An overview of a theoretical basis for cooperative teaching; clarify the basis of age psychology and
pedagogical psychology of elementary school students from that put forth the proper orientation of applying
cooperative teaching in math at primary level
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-In Practice: Propose organizational processes of cooperative teaching and a number of supporting methods to
carry out cooperative teaching in math at primary schools; Organize some cooperative teaching classes in some typical
situations based on orientation of teaching methodology innovation in teaching elementary math
9. Structure of the Thesis
In addition to the introduction, conclusion, references and appendices, the main contents of the thesis consist of
three chapters.

Chapter 1: Literature review and practice
Chapter 2: Implementing cooperative teaching in Mathematics in Primary schools
Chapter 3: Pedagogical experiment
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CHAPTER 1: LITERATURE REVIEW AND PRACTICE
1.1. History of the study
1.1.1. History of World-wide researches
Cooperative learning is the common learning perspective in developing countries with education and its effective
education can not be denied. Educational researchers have mentioned this problem in many works.
In 1878, two British educators are Ben and Lancanxto conducted teaching as tutors . This mode is called
"mentoring system". Contributions to the educational development of Georg Michael Kerschensteiner, the general
activities of the group not only arouse a sense of responsibility, a sense of the students but also eliminate selfish
motives.
The form of organization for students studying liberal group by Roger Cousinet is of great significance. It helps
provide students with the ability to get along with the community, have a habit of working without the teacher's control,
overcome the status of lazy thinking.
John Dewey, the American pragmatic educator, is considered to be the first to initiate the trend of cooperative
teaching. John Dewey said that the role of education is to teach people how to live collaboration.
Slavin said teaching group significantly improved the students' way of thinking. Elliot Aronson with first class
models Jigsaw (1978) marked a milestone in the completion of the forms of cooperation in cooperative teaching.
Geoffrey Petty concludes that through cooperative learning groups, they can achieve what they can not do it
alone. Wilbert J. Keachie mentions peer learning and collaborative learning. Authors demonstrates that cooperative
learning groups is an effective approach of learning. Robyn M.Gillies, Adrian F.Ashman and Jan Telwel highlight the
different ways in which teachers can form groups of interaction between the students and encourage students to discuss
in groups. The main role of the teacher in the implementation of pedagogical practices and promotion of thinking.
1.1.2. Research situation in Vietnam
In terms of theory, recently there have been many research works as well as many articles of interest to
collaborative teaching. Cooperative teaching has been mentioned by Nguyen Huu Chau, Nguyen Van Cuong, Tran Ba
Hoanh, Nguyen Ba Kim, Lam Quang Thiep, Thai Duy Tuyen
The teaching at the primary school level in general and the teaching of Primary School Mathematics in particular

are still the problem that no author has studied in detail. Therefore, organizational issues, using cooperative learning in
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mathematics in primary schools should be concerned in studying a particular way and successfully applied in the
context of Vietnam.
1.2. An overview of cooperative teaching
1.2.1. The concept of cooperative teaching
Cooperation: According to Vietnamese Dictionary, cooperation is to work together to help each other in a task,
which has a common purpose.
Group: According to the dictionary, group means that many groups are involved in a joint action.
According to Tran Ba Hoanh, "group" is a small collective form to perform a certain task in a certain time. [39]
Thus, our concept of the group is a collection of individuals, at least two or more, which are linked together in a
joint operation to implement a common goal, among them the existence of the value general and certain rules to be
followed.
Cooperative teaching group: When analyzing and comparing features of cooperative learning groups and other
social groups, we see some differences. The difference is defined by the contents of that group learning activities which
are conducted.
We think that the cooperative teaching is a constituent unit of collective classes, including a collection of
individual students which are linked together in a joint operation to perform the task of general learning, and it is in the
process of linking information and integration of relationships, norms and rules of the group.
Cooperative teaching is a form of organization: When referring to cooperative learning as an organizational form
of teaching, that is viewing it as a way of organizations conduct teaching activities to suit purpose and content of the
lesson. This approach was acknowledged by the theoretical teaching such as: Dang Vu Hoat, Nguyen Ngoc Quang
Cooperative teaching is a teaching method: Refering to teach cooperative group is a teaching method that is
referred to it as a means, a way to achieve the purpose of teaching school.
This view is also acknowledged by some theorists such as Thai Duy Tuyen Tran Ba Hoanh,
Teaching cooperation is the interference between teaching methods and forms of teaching
In the teaching process, the types of work just acts as a method, just act as an organizational form of teaching.
Thus, the study of cooperative learning can be approached from many different angles. However, there are some
common traits that all approaches are mentioned: The trainees are learning in groups; working together to solve
common tasks.

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From the concept of the method, teaching methods, teaching the concept of cooperation, from the results of the
study of characteristics of cooperative learning group, we affirm that teaching cooperation is a teaching method in
which each student is learning in one or more groups of the cooperation between members, between groups and with
the interaction of the teachers in order to achieve a common goal.
1.2.2. The feature, characteristics, principles, and meaning of cooperative teaching methods
We believe that applying cooperative teaching is the process of implementation of these measures which has a
scientific basis to organize and control the relationship between the elements: teacher, student groups and knowledge,
and develop in a certain order to make the mission of teaching.
Characteristics: In the opinion of modern teaching theory, teaching process is the cooperative organization of
some of the following basic characteristics: learning tasks, content, methods, forms of official teaching and assessment.
Rules: In cooperative teaching, group co-operation is effective, it is necessary to apply rules that John C.
Maxwell gave such as importance rule, Panorama rule, Suitable rule, the rule of chain link, the impact rule, and the
rule of communication.
Meaning: In the trend of innovative content and teaching methods, teaching cooperation have important
implications in the implementation of integrated trends connection between people and people in certain conditions.
1.2.3. Scientific basis of teaching cooperation
1.2.3.1. Philosophical basis
Learning is a continuous process arise and resolve conflicts inside and outside. That creates internal resources
and external resources to promote the development of the learners themselves. Basis for conflict resolution is the
harmony between individual interests and collective consciousness and responsibility of the individual before the
collective. [68]
1.2.3.2. Pedagogy basis
In view of activities: Collaborative learning will enable the students to have more learning opportunities and
activities in exchange. Since then they have got better motivation, excitement . The nature of learning is the process of
organizing different activities for students to be active and acquire the knowledge, skills, and techniques.
1.2.3.3. Basis of psychology
There have been many research works on cooperative learning in groups. Learning mechanism that is explained
by a number of psychological theory.
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1.2.3.4. Social basis
Education, in nature, is the personal socialization process. The relationship between socialization and
personalization is a dialectical relationship. The group is the intersection between the effects from individual to society
and the impact of feedback from individuals back into society.
1.2.4. Cooperative teaching approach to teaching activities
Approach based learning activities can be interpreted such as how to learn about teaching activities based on a
certain method.
1.2.5. Collaborative teaching models
A collaborative lesson can be designed in many different models. But the ultimate goal is to help students
complete the learning task in the direction of cooperation. The theory of teaching has launched four models to meet the
criteria of access to the school in the direction of cooperation.
1.2.5.1. Group learning - STAD
STAD was developed by Robert Slavin at Johns Hopkins University. This is probably the simplest model shows
the approach towards cooperation.
1.2.5.2.Jigsaw groups
Jigsaw groups and experimental development were done by Elliot Aronson and his colleagues at the University
of Texas.
1.2.5.3. Investigation group (Group Investigation - GI)
This model belongs Herber Thelen’s outline. Then Sharan and his colleagues at Tel Aviv University has
expanded and improved it . This model is considered to be small model of collaborative teaching. In contrast to STAD
and Jigsaw, in this model, students are involved in the planning of academic topics as well as how to conduct the
investigation.
1.2.5.4. The model structure
Another model of collaborative learning has been developed over the past decade mainly by Spencer Kagan and
his colleagues. Here are two structures that Kagan has grown.
1.2.6.The scale and types of cooperative learning groups
According to the model, above each group consists of 4 to 6 students and the members of the group have their
inconsistency in the level of social skills, personality, gender This difference will promote effective teamwork.
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Classification of cooperative learning groups there are many different perspectives, as we use teaching methods

in cooperative learning, teachers should be based on objectives, and teachers can split cooperative learning groups
according to certain criteria to match.
1.2.7. Relationship between Cooperative teaching and other teaching methods
1.2.7.1. The relationship between cooperative teaching is to detect and solve problems teaching method
Detection method is to solve the problem, the student partially or completely self-identify issues that need to
comprehend, looking for a way to solve that problem. These problems can include several types of theories and
practice, to be addressed in class or at home, individuals or a group of students to solve. With this teaching method,
students are to create conditions for promoting creativity, improve cognitive interest, thereby fostering the qualities and
behaviors of researchers. These characteristics are also evident in teaching cooperation for the process to solve the
problem by cooperation of students performed under the support of the teachers.
1.2.7.2. Relationship between the Cooperative teaching with project-based teaching
Obviously, working together to complete the project is one of the main requirements for project-based learning.
The basic requirements of cooperation in the implementation of the project: Cooperation directly impact on the success
of each other; interdependence in a positive way is the role and responsibility of the individual and of group; contribute
relevant life skills training are guaranteed in the process of implementation of collaborative group work.
1.2.7.3. The relationship between cooperative teaching and constructive teaching
There are two types of construct in basic teaching Which are basic construction and social construction.
Constructivist teaching not only emphasizes the potential of thinking, active learners themselves in the process of
knowledge creation, but also emphasize the possibility of dialogue, interaction, student debate in the creation and
recognition of knowledge. The active dialogue, interaction, debate in knowledge creation is also the teaching activities
carried out in cooperation to build new knowledge. [95, 111-112]
1.3. Some issues about the process of teaching Mathematics in Primary school
1.3.1. Psychological characteristics of primary school students
We believe that: Learning is the main activity of primary school children, this activity forms and develops in the
heart of funny activities, exchanges between students. Elementary school students' activities should be integrated with
funny activities and through cooperation and exchange. Therefore, when applying cooperative learning in mathematics
in primary school, we should have pedagogical design for appropriate learning content development of psychology
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students to bring efficiency to the formation and development of cognitive and personality of elementary school
students.

1.3.2. Games for Learning Mathematics in Elementary
In Elementary school age, although active players have retreated to the back, to give the leading role to learn, but
the game still has an important place in the lives of children.
1.3.3. Goals, plans and the basic spirit of the program content in Elementary Mathematics
- Goal: Give initial basic knowledge of arithmetic, the natural numbers, fractions, decimals; common quantities;
several factors simple geometry and statistics. Form practical skills, measure, solve the problem with many practical
applications in daily life. Give Initial capacity development thinking, the ability to infer reasonable and proper
expression (oral and written).
- The basic spirit of the program content in Elementary Mathematics: Program structure content in Primary
Mathematics thoroughly ideas of modern mathematics and suitable to each development phase of primary students. The
content of the program coordinated closely with other organic, thorough unity of Mathematics, to ensure the continuity
between Primary and Secondary.
1.4.Status of application of cooperative learning in teaching Mathematics in Primary
Find out the status of teaching mathematics teaching and the organization of work for primary school students,
we have surveyed over 268 teachers of a number of primary schools in the provinces: Phu Tho; Vinh Phuc and Yen
Bai.
1.4.1. Actual use of organizational forms and methods of teaching mathematics in primary schools.
Form of teaching that teachers have used mainly as the whole class and as individuals. Group form is only used
very little, mainly to practice and reinforce old knowledge.
Traditional teaching methods that teachers use mainly such as: presentations, questions and answers, students
are active in the learning process. students are passive to acquire knowledge by teachers to communicate
1.4.2.Assess the awareness and attitudes of teachers for teaching cooperation, the extent to which they use
in practice
When using cooperative teaching methods, teachers help students reflect on and consolidate knowledge, skills
and techniques of old, other purposes are not interested in full. This is a limitation to be overcome. Thus, the use of
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cooperative learning groups is not a teacher, it needs to be adjusted, improved teaching accordingly to achieve effective
team collaboration.
1.4.3. The advantages and disadvantages of teachers to organize cooperation for elementary school
students.

Benefits
Teachers evaluated the effectiveness of teaching and have an attitude of cooperation to support the use of
cooperative learning in teaching in primary schools.
Characteristics and cognitive needs of students at Primary are suitable for teaching cooperation. Collaboration in
teaching helps students respond very enthusiastically and be more interested in learning.
Difficulties
- On Awareness: Many teachers understand in a simple way, they said that they will divide the class into groups
(optional) and then groups together to solve the task of the teacher is cooperative teaching requirements
- In terms of qualifications, skills of teachers to apply cooperative teaching method: teachers don’t often use
cooperative teaching method effectively . Specifically, teachers lack some of the necessary skills.
- Students also lack some skills in cooperative learning needs such as: ability to work in groups; communication
skills, interaction; skills to create a collaborative environment; skills to build trust; to resolve conflicts
- On the choice of teaching content: Not all learning content can become the theme to organize effective teaching
cooperation. But the fact that regular teachers have selected content in my opinion that is not based on any criteria.
Thus, many phases of cooperation is the author, not the student's need for cooperation.
- About studying environmental conditions: With practical class sizes are quite large, structured and conventional
classroom space from 40m
2
to 54m
2
, fixed equipment and furniture all hinder the relocation of mobility at the request
of the cooperative teaching.
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CHAPTER 2: THE IMPLEMENTATION OF COOPERATIVE TEACHING IN MATHEMATICS IN
PRIMARY SCHOOLS
2.1. Directions of applying cooperative teaching in primary schools
- Need to apply perspective on cooperative learning activities.
- School cooperation must be integrated with the game
- Take measures to overcome the limitations of cooperative teaching
- Ensure coordination between cooperative learning and other teaching methods.

2.2.The conditions for effective cooperation teaching
2.2.1. Conditions for students
- The dependence of positive cooperation between the team members
- The direct exchange between the members of the group
- The ability to work in groups
- Assess performance following a process group to work together:
2.2.2. Conditions for teachers
To cooperation in group activities requires effective teachers need to understand the content of teaching and have
experience in the design of collaborative activities for students. In addition, teachers need to have the skills necessary.
2.2.3. Facilities
One of the indispensable elements for successful cooperative learning activities is the need to ensure that the
infrastructure is necessary for cooperative learning in group activities
2.2.4. Learning environment and the management tasks
Unlike other teaching methods in schools, teaching cooperation to collaborative learning environment has
different requirements such as classroom space, facilities conditions, rules management
2.3. The direction of cooperative pedagogy for teaching
Direction 1: Create the situation suggests the problem
For example: With the current teacher's style of teaching, the concept of quantity is generally formed through
abstraction. Aware of abstract quantity is an attribute in the current object is difficult for Elementary age students. So, it
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should be noted shaping students do not confuse it with material properties take it, for example, confuse the line with
the length of it, the cup with its capacity.
Direction 2: Integration of the content of the lesson
As more content in the delivery note of the need for cooperation group of students to work together to complete
the task.
Direction 3: Mathematics and the real situations and vice versa to create excitement right from the start when
students enter the problem.
Direction 4: Create the problem is open, math fun, math sophistry, puzzles
For example: the initial exercise (exercise play) "The value of the expression" only 1 result 76 + 16: 2 + 2 = 52
Teachers can design, change the content of the problem (opening exercises) through the delivery note for the

group to cooperate with the following requirements "Adding brackets and then the result of the expression."
7
×
( 6 + 16 : 2 + 2 ) = 112 ( 7
×
6 + 16 ) : 2 + 2 = 31
7
×
( 6 + 16 ) : 2 + 2 = 79 7
×
6 + 16 : ( 2 + 2 ) = 46
7
×
( 6 + 16 : 2 ) + 2 = 100 ( 7
×
6 + 16 ) : ( 2 + 2 ) =
2
29
7
×
( 6 + 16 ) : ( 2 + 2 ) =
2
77
7
×
[( 6 + 16 ) : 2 + 2 ] = 91
7
×
[ 6 + 16 : ( 2 + 2 )] = 70
For example: Sophists, "40: 8 = 41"

Nam do not like a mental math. When divided equally 40 candy for 8 children, he also write divided as follows:
40 8
-32 41
8
- 8
0
12
A number found make Nam embarrassment. You will help him fix his mistakes.
For example: Puzzles "There are 7 loaves baked divided equally 12. Asked how to cut the cake so that each cake
is not cut more than 4". (Exercise 38, page 7, the basic exercises and improve grade 5)
Students can not solve the problem if there is no association and thinking of Mathematics.
In this article 7 is not divisible by 12. So right to trade in the form of fractions.
7 : 12 =
12
7
=
3
1
4
1
12
4
12
3
+=+
So we took three loaves, divide each cake into 4 equal parts. Then take the remaining four loaves, divide each
cake into 3 equal parts. Each person took the loaves and loaves.
Direction 5: Call for limited time (when time is limited in the implementation of problem-solving, group
collaboration needs will come).
Direction 6: Design as a game or take fun factor

Depending on the content, objectives, requirements to achieve the lesson, students object that teachers have the
pedagogical design in any direction to suit.
2.4.The process of organizing cooperative teaching in teaching mathematics in primary
The thesis research cooperative teaching model includes elements of teachers, students and learning content. Here
we are pleased to offer a cooperative organization of lessons in accordance with the conditions of the schools in
Vietnam. Cooperation in teaching the structure of the lessons can be summarized as follows:
2.5.Use some typical situations in teaching Mathematics in Primary
2.5.1. Teaching math concepts
Mathematics in Elementary school does not require students to define the concept. Main road to the concept by
way of induction that is: Derived from the individual objects such as real objects, models, drawings, teachers lead
students to analyze, compare, abstraction, generalization to find the characteristic signs of a concept expressed in this
particular case, which went to an intuitive understanding of concept depending on the requirements of the program.
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Preparation
Process
Implementation
process
Review and
evaluation
process
For example. Formation of the concept of fractions (Math – 4 grade) by two different paths that: Forming
concepts fraction from measurements of quantities and the concept of fractions from the division of two natural
numbers.
In the first way, teachers can conduct information such as lesson plans are designed based on a collaborative
learning process
2.5.2. Learning rules, methods
In the process of teaching was also having some of the rules but do not carry enough of the characteristics
specific algorithm, but has some of the characteristics and proved to be effective in action and solving instructions.
That is the rule upon the award shall be understood as a finite sequence of instructions follow a defined sequence to
transform the information into a class problem into information that describes the solution of the problem class it. In

primary schools, students are working with several algorithms like: Comparison, about the order of the natural
numbers, fractions, decimals, rules perform addition, subtraction, multiplication, and division on the set of numbers;
typical method of solving problems to find two numbers that known total and subtract, total and billion, subtract and
billion
For example. Planning the Lesson "Compare two fractions denominator" (Mathematics 4, page 121) using
cooperative teaching methods
2.5.3. Teaching to solve the mathematics exercises
In the Math in Elementary School students to be aware of the four-step diagram of Polia and to grasp the skills to
apply the general methods and procedures (operations) appropriate to each type of mathematics to arrive at common
desired results. Normally the procedure simulation traces of the action, the tips of life experiences to the nature of the
tricks nature to reproduce known patterns or on the basis of the knowledge learned.
For example. Lesson planning, "Review of the calculations with fractions" (Mathematics 4, page 168), use of
cooperative teaching methods.
2.6. Some supporting measures to improve the efficiency of applying cooperative learning
2.6.1. Some training in teaching skills for teachers and students.
Practical survey that the majority of teachers do not understand much about the cooperation in phapday
classroom. Therefore need for teacher training some of the necessary skills such as; Group lesson design skills; groups
perform teaching skills; groups support the development of teaching skills cooperate.
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2.6.2. Using cooperative learning techniques in Mathematics in Primary
Tablecloths Techniques
Step 1 of the students in the process of implementation is "Join group and approach learning tasks". In step 2,
"Individual self-study", teachers can use the "tablecloths technique" model drawing on paper A0
How to proceed: by drawing on paper A0
- Works as a group (4 students / group)
- Each student sitting position as illustrations
- Focus on the question (or topic, etc.)
- Write in the box some of the students answers
or opinions of the students (on the question, topic, etc.).
- Each individual independent work in about

3-5 minutes Fig 2.3: TableclothsTechniques
- When all students have finished, proceed to share and discuss the answers. Write the general opinion of the group in
the box between the tablecloths.
Obviously, when applying this technique, the first problem of the teacher will be removed effectively.
Pieces Technical (Jigsaw model improvement)
How to proceed: as shown
Round 1
Round 2
Fig 2.4: Jigsaw model
Round 1
Activities in groups 3 persons
Each group is assigned a task (for example: Group 1: task A; Group 2: B tasks, group 3: tasks C)
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W
r
i
t
e

a

p
e
r
s
o
n
a
l

o
p
i
n
i
o
n
Write a
personal
opinion
Opinion of the
group on the topic
Write a personal opinion
Write a personal opinion
11 1 2
\
2
2
\
2
2
\
2
3
\
2
3
\
2
3

\
2
21 3 1
\
2
2
\
2
3
\
2
1
\
2
2
\
2
3
\
2
Make sure each team member to answer all questions in their assigned tasks. Each member presented the results
of the group and answer the new group will become experts in the second round. (In the first round groups do not
report the results of groups that move in round 2)
Round 2
Form three new groups, new tasks will be assigned to the group has formed to solve. [18, 5]
Example: Divide a rectangle into 4 rectangles or triangles of equal area? (Math 5)
Round 1:
- Task A: Divide a rectangle into 4 rectangles of equal area?
- Task B: Divide a rectangle into four triangles of equal area?
- Task C: Divide a rectangle into 4 equal area? (Which consists of two triangular and two rectangular)

Elementary school students have been learning about the area of rectangles, triangles. students can be based on
different types that there are plans to solve the problem.
Group 1:
Group 2:
Group 3:
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Round 2: (Re-assigned the group)
Teachers given the initial task is the problem is the case of three tasks A, B, C. Doing so the implementation of a
learning content that still achieve the goal, but significantly reduce the time.
Job assignment card, learning support card
Purpose: With the different task groups, so if you need help of a group of students at a time will make it difficult
for teachers. Therefore, the need to share design aid in many different levels.
Design: Depending on your particular situation divided the increasing amount of assistance according to the
needs of students.
How to use: Put the card in the box support, external record for any group, any level. Realistic use teachers need
to encourage and motivate students to think to solve the problem, to the level of support from teachers to students is
always positive interaction and clearly consistent with the hypothesis of the latest development of Vygotxki. Thus the
teacher's third difficulty is resolved.
2.6.3. Using the combination of active teaching methods
2.6.3.1. Coordinate cooperative learning and teaching problem solving detection
For example. cooperative teaching group teaching combined to detect and solve the problem:
When teaching 5th grade math divide a decimal by a decimal number, teachers can incorporate cooperative in
classroom teaching method combined to detect and solve the problem as follows:
Step 1: Introduction
Students perform the division: Dividing a natural number a natural number; divide a decimal by a natural
number; divide a decimal by 10, 100, 1000; divide a natural number for a natural number which is usually found as a
decimal; divided by a natural number to a decimal number. The problem: dividing a decimal number to a decimal
number can be made on the basis of transfer operations of division of one of the students already know?
Step 2: Group discussion, problem-solving
Teachers make specific calculations divide a decimal by a decimal. The calculation of this figure, the only

difference is the placement of a comma in the divisor or the dividend. For example: Perform the division:
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a) 23.56: 6.2 b) 235.6: 6.2
c) 2.356: 6.2 d) 235.6: 0.62
e) 0.2356: 0.62
Divide students into groups; delivery handout and instructions on how to work for each group:
Conduct group discussion, problem analysis and unified solution to solve the problem by moving the decimal on
the analysis of a natural number and a decimal.
After the discussion, the group based on the transfer of a decimal of a natural number and a decimal to draw
conclusions on how to move the comma position of the divisor, the dividend in make a calculation process.
Step 3: Conclusion
- The group reported results.
- Teacher assessment, review the results of each group on the transfer decimal achievement of natural numbers
and the decimal; implementation of operations. general conclusions about the teacher performs division rules decimal.
2.6.3.2. Cooperative learning and project-based learning
For example. collaborative teaching project-based learning combined:
When teaching about statistics collection and charting (grade 5), teachers can incorporate project-based learning
and cooperative learning groups as follows:
Project implementation (small) sample set of data (grade 5), plotted.
Introduction of the project
Organized for students of the class to learn about the subject of the class. Small-scale project, associated with the
monitoring of changes in learning, the class score. The objective of the article is: students understand how to set up
tables, graph represents data at the request of the teacher, draw some conclusions.
Combining project-based learning and cooperative learning
Phase 1: Divide the group, choose a theme, define operational objectives for the group.
Teacher split the class into small groups (4-6 students), each group appoint a leader and a secretary. In this
project can select a group of students with similar interests to learn about a certain subject. teachers suggestions and
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help the group choose a topic and define project objectives, such as: Group 1 select the forum that "test scores in math
class"

Phase 2: The planning team project.
additional teacher and guide teams of the table column information to investigate, approve the plans division of the
work of each group.
Phase 3: Implementation of the project
- The small group made investigation into classes according to the information set out in column groups.
- The group charting (column, segments of the data collected).
Phase 4: Synthesis and evaluation of results
- Teachers review the performance of each group project, which combines the evaluation of the student groups
identified targets of all.
Conclusion:
Teachers combine the results of all the groups and the group draws a number of conclusions, such: Some
classmates deviation (Mathematics well, Vietnamese was poor; certain you focus on subjects Mathematics and
Vietnamese;
Teachers make recommendations on the study of a number of individuals in the class. Teacher exchanges, expand
students understanding of the implementation of the statistics at the simplest level.
2.6.3.3. Cooperative teaching and learning construction
For example. Combining cooperative learning and teaching in teaching tectonics: the surrounding area and the total
area of the rectangular box (class 5).
Step 1: Create the situation requires learners assimilation and targeted regulatory knowledge to build new
knowledge.
- Teachers create learning situation: Suppose want to put a book on the ground, need a piece of cardboard to
cover the table has enough room, we can easily calculate the area of the cardboard. The problem: For enclosed by a box
of books by cover should cover an area of how many pieces?
Step 2: Combining tectonic teaching and cooperative learning
Divide the class into four groups: teachers give each group three cardboard rectangle, of which there are two types:
- Type 1: long piece of cardboard (cardboard of all four groups are identical);
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- Type 2: two short cardboard (two cardboard identical in each group, four pairs of four groups cover different in
size but has a total size of both length and width equal to half the length of the cardboard type 1.
Ask the group: Fold (or cut) the cardboard type 1, type 2 associated with two cardboard to create a sealed box

(can be used for enclosed booklet). Then, the total area of the four sides, the total area of the six sides of the box (the
fastest way).
- Can be combined graft techniques to discuss how to calculate the total area of 4 sides, 6 sides of the box area.
Step 3: Conclusion
The group self-test to detect the fastest calculation of the total area. teachers complete formula of 4 on the side,
total 6 sides of the box, introduced the name: the surrounding area, the total area of the box.
2.7.Student’s assessment in the process of applying the cooperation of teachers teaching
Collaboration of students scoring via surveys combined monitoring books of teacher learning. This assessment by
the Ministry of Education and Training in collaboration with the Centre for Education based on experience (CEGO) of
the Catholic University of Leuven, Belgium. Specifically: Tools observations: Observation • Record the observed ones
in the capability and behavior of students.
Considered to meet the target capacity assessment of teaching students in PISA through cooperation
Thus, seen from the perspective of the PISA assessment, evaluation, grading cooperative learning process of
students in mathematics in primary schools need to consider the formation and development in students the following
capabilities:
The ability to connect knowledge of mathematics to practical problems.
The ability to access, search for information from various sources in accordance with the circumstances and the
individual or collective goals for problem solving in math.
Ability to act in a self-reliance, creativity, protect and assert personal opinion, demonstrated personal
responsibility to the limit in the process of group interaction.
The ability to define operational targets, develop and implement personal plans targeted goals; way to decide and
can change in accordance with circumstances.
Ability to establish good relations with friends in the group and outside the group.
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CHAPTER 3: EXPERIMENTAL PEDAGOGY
3.1. Experimental purposes and requirements
Additional experiments in order to adjust and to complete the theoretical studies in order to find the right direction,
suitable for use cooperative learning in teaching mathematics in primary school in order to contribute to improve the
effectiveness of teaching .
3.2. Experimental area

We conducted experiments in three primary schools in the town of Phu Tho - Phu Tho province is: Hung Vuong
Primary School, Primary School Phong Chau and Le Dong Primary School.
3.3. Experimental plan
3.3.1. Experimental time
Time experiment conducted from 1/16 to 03/12/2012 (from week 20 to week 26 of the school year 2011 - 2012)
in two rounds:
Round 1: from 1/17 to 02/11/2012 (from week 20 to week 22)
Round 2: from 2/14 to 03/11/2012 (from week 23 to week 26)
3.2.2. Experimental subjects
Experimental subjects are taught mathematics in grades 4
3.3.3. Empirical content
We selected a number of lessons in the form of new knowledge and exercises in mathematics in grade 4. A total
of 10 lessons, including six in the first round and four in the second round.
3.4. Experimental Organization
3.4.1. Held within one experiment
3.4.1.1 Objectives
Experiments within 1 to perform effective exploration target of the application of the organization, methods,
measures, techniques and processes of teaching mathematics in grade 4 in collaborative learning to guide too complete
the teaching plan that we propose.
3.4.1.2. Teacher training institutions experimental
When completed the above, we talk to the administrators and teachers of experimental training plan to help
teachers learn about teaching collaboration .
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3.4.1.3. Conduct experiments
Teachers conducted experiments 6 lessons that we have selected in the empirical content. teachers more control
and experimental work independently of each other. Of teachers and students psychological stability, there is no
disturbance. The school and conducted according to the schedule of the school.
3.4.1.4. The experimental results
After the experimental teaching periods and confronting a week, we inspect to verify the effectiveness of each
system unit. We evaluate the effectiveness of the tests in the two experimental systems and controls to ensure the

objectivity and fairness.
Grades compared with the experimental results for the following documents: some good points up 5 posts; Posts
of pretty up 3 items; Posts lower down 6 Posts; weaknesses reduce 2 posts (concrete results is presented in Section
3.5.2 of this chapter). This shows that the first step to apply cooperative learning in teaching mathematics in grade 4
was the most effective.
3.4.1.5. These issues need to learn from experience in the first round
From the results achieved in the first round, we found that the experimental lesson on this can only be a part of
pedagogical intentions when planning lessons and only a small contribution to the improve the efficiency of the unit.
Because the quality of teaching depends on many other components of the teaching process as teaching content,
teaching facilities, particular object depends on the student and environmental factors. The empirical existence of
round 1 we have to learn from experience and consistent with the teacher how to fix it in the second round.
3.4.2. Held within two experimental
3.4.2.1. Target
Experimental organization within 2 to explore the effect of adjusting the plan based learning, teaching
cooperation.
Experiments in the second round in order to answer the question: The coordinated use of the forms, methods,
methods and techniques of teaching mathematics in grades 4 in collaborative teaching has been consistent and effective
adjustment results? All that needs to be further verified in practice by experimentation.
3.4.2.2. Conducting experiments
In the second round, our teachers based on experimental designs within one design lesson plans. Each
experimental teachers presented their plan design, the concerns and problems. Then we do the same with the
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experimental teachers of the three cases discussed to reach a consensus lesson plans for the second round. teachers
conducted teaching experiments four empirical articles in the past 2 presented in Section 3.3 of this chapter.
3.4.2.3. The experimental results
After using the experimental time, we examined the quality of the experimental class and the control class. We
are preparing the test, guide dots, how to test, marking a serious, objective for the next one.
After collecting all the dots, we see the effect of the experimental classes increased dramatically. Compared with
the results in the first round, good rose 4 items, the average of all scores fell 2 Posts, Posts weaknesses down by 2 (the
specific results presented in Section 3.5.2 of this chapter).

3.4.2.4.Reviews
Observe the teaching activities of teachers and students, we found that the role and position of teachers and
students has shown to be quite clear at the request of the teaching work through each work of teachers and students.
Toward initial teacher with lesson design skills including skills: Design objectives, contents, methods and means
of teaching and design activities.
In the skill group made the teacher's teaching skills include: group formation skills, organizational skills,
teamwork, skills, explain objectives and tasks of the students in cooperative learning, engineering interactive
evaluations, teachers made more flexible than the last one.
Group also support the development of teaching skills including cooperation skills: Observation and use of
cooperative learning techniques, using questions and use words more complete.
As for students being involved in cooperative learning groups (through observing the empirical teaching hours)
they were initially formed some of the skills necessary to train a number of cooperative learning skills.
The relationship between teachers and students, between students and students improved. They have added new
friendships, to help one another in learning and satisfaction with what they do, have confidence in learning,
Efficiency gain in student knowledge and skills is expressed quite clearly in the school by participating in their
learning.
When asked about the applicability and effectiveness of cooperative learning, teachers are empirical answer is
very supportive of teaching methods in teaching cooperation proposed by us. The general opinion of teachers as well as
reviews of colleagues in the group now is the application of cooperative learning in the process of teaching
mathematics is entirely possible, if applied regularly to make certainly contribute to improving teaching effectiveness.
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3.5. Experimental evaluation results
Experimental results obtained with a great value and significance to elucidate the true nature of the scientific
theory of the subject set. Therefore, the evaluation of experimental results must be carried out seriously, objectively and
accurately. Derived from the requirements, we built a number of empirical criteria as follows:
3.5.1. The evaluation criteria
3.5.1.1. On quantitative
Students actively engaged in learning activities, interest in math shown in the following three aspects: cognitive;
attitudes; behavior.
In addition, we consider on target to meet the assessment of some of the key capabilities of students in PISA

(sociable interaction with social groups, mathematical ability) by organizing experimental teaching cooperation.
3.5.1.2. Quantitative
We evaluate the effectiveness of teaching hours based on the level of the students did in the test. Assessment of
student work on a 10 point scale. Lowest scoring scale for a content of 0.25 points and rounded to the Resources
section. Classified by four points: Excellent (9, 10); Pretty (7, 8); Average (points 5 and 6); Weak (under 5). The
specific content of each of the points shown in the guide spots.
3.5.2. The experimental results over the past
3.5.2.1. Quantitative
In Summary, through two past experiments, the qualitative assessment, we found that if teachers caused
excitement for students and appear in their demand for real cooperation, cooperation does not take place a shield to
resist, the students are trained in a potential mathematical capacity development and sociable group interaction capacity
in view of the PISA assessment. This shows that the application of cooperative teaching methods in Mathematics in
Primary have started to contribute to the adaptation to the requirements reviews some of the key capabilities of students
in PISA.
3.5.2.2. Quantification
Chart 3.3: Comparison of experimental results for round 2 with the initial results.
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3.5.3. General assessment of experimental results
Through two rounds of experiments, we evaluated a number of basic points:
Firstly, compared with the initial quality survey before the experiment, the quality of teaching some lessons do
math in grades 4 has increased significantly. Percentage of students scoring pretty, good in higher experimental system
and an average rate and weak lower than the control system, the experimental results higher in the second round in the
first round results. This is a very important quantitative results, as a basis for proving the feasibility of the application
of cooperative learning in teaching mathematics in grade 4 in particular and mathematics in primary schools in general.
Second, the experimental results show that: teachers and students began to "get acquainted" with cooperative
teaching methods proposed by us. This shows that if the application of rational methods of teaching Mathematics in
Primary teaching method education cooperation during teaching process at school will contribute to improving the
effectiveness of teaching.
Third, cooperation in teaching Mathematics in Primary project will contribute proactively VNEN mass can be
implemented in the 2015-2016 school year in order to contribute to the building of the "new school model in Vietnam "

success.
CONCLUSION
4.1. Conclusion
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