Finding The Effects Of Think Pair Share

Topics: Educational psychology, Education, Learning Pages: 18 (4395 words) Published: December 13, 2014
Bowling Green State University

ScholarWorks@BGSU
Honors Projects

Honors College

Spring 4-29-2013

Finding the Effects of Think-Pair-Share on Student
Confidence and Participation
Ariana Sampsel

Follow this and additional works at: http://scholarworks.bgsu.edu/honorsprojects Repository Citation
Sampsel, Ariana, "Finding the Effects of Think-Pair-Share on Student Confidence and Participation" (2013). Honors Projects. Paper 28.

This Student Paper is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU.

Finding the Effects of Think-Pair-Share on Student Confidence and Participation Ariana Sampsel

This research study addresses the think-pair-share cooperative learning technique and its effects on students’ confidence in their abilities to do mathematics and their willingness to participate in class discussion. The study found that students’ participation increased, the number of long explanations given by students increased, and students comfort and confidence when contributing to class discussion also increased.

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Introduction
Discussion is an integral aspect of a successful mathematics classroom. Discussion allows teachers to gain insight into their students’ understanding. Gaining this insight can be very beneficial to teachers and students because it can allow teachers to tailor their instruction to their students’ needs. Discussion as a class or in small groups also allows students to practice critiquing others’ reasoning and to practice constructing their own arguments. These are important skills for students to master and will help in their future learning and future lives outside of school. These skills are also required of many students and of all students in Ohio. The Common Core State

Standards of Mathematics require the incorporation of the mathematical process of constructing viable arguments and critiquing others’ reasoning (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). Also, during discussion, students will be exposed to others’ thought processes. This may provide students’ appropriate models of mathematical thinking from a peer and may also help students correct their own misconceptions.

It is also important for students to have confidence in their abilities to do mathematics. If students are more confident in their mathematics abilities, they may be more willing to give effort towards learning, believing they will be rewarded for their hard work with increased understanding. Also, they may be more willing to participate in class discussion. Cooperative learning has been shown to improve students’ self-esteem (Goodwin, 1999) which is tied to confidence. Think-pair-share is a cooperative learning technique which involves

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presenting students with a task or question and giving them time to think by individually. Then in pairs, they report their individual findings, discuss their own thoughts and then refine their individual work if they see fit in order to come up with a consensus on the question or task. Then after pairs have had time to discuss, the class reconvenes and members of the different pairs share their thoughts with the class. Think-pair-share encourages student participation in discussing and promotes forming and critiquing arguments both in small and large groups. In the study described in this paper, I will be incorporating think-pair-share into my teaching in order to discover whether or not the cooperative learning strategy, think-pair-share will increase students’ confidence in their abilities to do mathematics and their willingness to participate in mathematical whole class discussions.

Literature Review
Incorporating the think-pair-share strategy into the classroom can have many beneficial effects. Think-pair-share is a cooperative learning technique....

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Goodwin, M. W. (1999). Cooperative learning and social skills: What skills to teach and how to
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Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into
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