Collaborative learning of mathematics by educationally disadvantaged students at a university.

Abstract

This paper reports on a qualitative study of how collaborative learning as a pedagogic intervention was implemented in the Centre for Science Access (CSA) in a South African university. Students in the CSA are from educationally disadvantaged backgrounds. Collaborative learning was implemented to improve the mathematics knowledge and skills of these students. Collaborative learning involves organising students to work in pairs or in small groups to achieve shared goals or learning outcomes.