The Thailand education reform adopted cooperative learning to improve the quality of
education. However, it has been reported that the introduction and maintenance of
cooperative learning has been difficult and uncertain because of the cultural differences.
The study proposed a conceptual framework developed based on making a connection
between Thai cultures and cooperative learning elements, and implemented a small-scale
research project in a Thai primary mathematics class with a teacher and thirty-two Grade 4
students. The results uncovered that the three components including preparation of
teachers, instructional strategies and preparation of students can be vehicles for the culture
integration in cooperative learning.