The Cooperative Method In The Teaching-Learning Of Mathematics And Academic Achievement In High School Students, San Juan De Lurigancho

Abstract

The present article entitled: The cooperative method in the teaching - learning of mathematics and academic
performance in high school students, San Juan de Lurigancho. The general objective was to determine the
relationship between the cooperative method in the teaching - learning of mathematics and the academic
performance of the students of the VI Cycle of the Educational Institution "Saúl Cantoral Huamaní" of the district of
San Juan de Lurigancho. Lately, there has been a lot of talk about cooperative learning in schools as a resource or
strategy to address diversity. However, cooperative learning in schools is not something new. In many unitary
schools it has been practiced and continues to be practiced for a long time: some students -generally the older or
more advanced ones- teach the others -generally the younger or less advanced ones-. Ovejero (1990) recalls that
Commenius, a 17th century pedagogue (1592-1670), firmly believed that students would benefit as much from
teaching other students as from being taught by them. As early as the 18th century, Joseph Lancaster and Andrew
Bell used cooperative learning groups in England, which they later exported to the United States. This tradition, in
the United States, was continued by Francis Parker - who popularized cooperative learning to the extent that more
than 30,000 teachers joined this cooperative movement (according to Campbell, 1965, cited by Ovejero, 1990) - and
by John Dewey, who introduced cooperative learning as an essential element of his democratic instructional model.
The results have allowed us to infer that in fact the use of the cooperative method in the teaching of mathematics
really allows to generate a better academic performance in students, having satisfactorily proved the hypotheses
raised for the present study.