The effect of cooperative and whole-class learning structures on mathematical problem solving - by Heba Salim Tabbara

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dc.contributor.authorTabbara, Heba Salim
dc.contributor.departmentDepartment of Education
dc.contributor.facultyFaculty of Arts and Sciences
dc.contributor.institutionAmerican University of Beirut
dc.date1998
dc.date.accessioned2012-06-13T06:45:04Z
dc.date.available2012-06-13T06:45:04Z
dc.date.issued1998
dc.descriptionThesis (M.A.) -American University of Beirut. Department of Education, 1998;"Advisor: Dr. Murad Jurdak, Professor, Education--Member of Committee: Dr. Saouma BouJaoude, Associate Professor, Education--Member of Committee: Dr. Samar Mukkalid, Assistant Pro
dc.descriptionReferences: leaves 106-115
dc.description.abstractThe purpose of the study was to investigate the effect of the classroom learning structure (Cooperative vs. whole-class instruction) on mathematical problem-solving performance as measured by the SOLO taxonomy. Moreover, this study investigated aptitude-t
dc.format.extentxi, 115 leaves : tables
dc.identifier.urihttp://hdl.handle.net/10938/5557
dc.language.isoen
dc.relation.ispartofTheses, Dissertations, and Projects
dc.subject.classificationT:003871 AUBNO
dc.subject.lcshMathematics -- Study and teaching
dc.subject.lcshTeam learning approach in education
dc.titleThe effect of cooperative and whole-class learning structures on mathematical problem solving - by Heba Salim Tabbara
dc.typeThesis

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