A conceptual framework for the cultural integration of cooperative learning: A Thai primary mathematics education perspective
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Ji Yong Park 1 * , Tippawan Nuntrakune 1
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1 Queensland University of Technology, AUSTRALIA
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Abstract

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2013.933a

EURASIA J Math Sci Tech Ed, 2013 - Volume 9 Issue 3, pp. 247-258

Publication date: 14 Dec 2013

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Article Downloads: 615

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