COOPERATIVE LEARNING AND SELF-REGULATION IN MATHS TEACHING

Abstract

This study examines the effect of cooperative learning methodology on the development of self-regulation in learning among 2nd-cycle primary school students in the subject of Mathematics. The aim is to analyse how the cooperative learning methodology can enhance the development of transversal skills, especially self-regulation, autonomy, and critical thinking, which are fundamental elements for students' academic and personal success. A quasi-experimental research design was adopted, comparing two 6th-grade classes: an experimental class, where co-operative learning was implemented, and a control class, which followed a traditional approach. The students in the experimental class showed significant progress in their ability to self-regulate their learning, as evidenced by the more frequent use of metacognitive strategies, as well as improvements in time management and study organisation. In addition, co-operative interaction between peers proved decisive in promoting the active involvement and motivation of the students, consolidating a dynamic and participatory learning environment. The results show that co-operative learning strengthens students' involvement in their educational path and contributes to the development of essential skills for the 21st century, such as autonomy, critical thinking, creativity, and self-regulation.