Designing an Integrated Cooperative Learning Model for Mathematics Teaching: A Systematic Review

Abstract

This study aims to identify cooperative learning styles for teaching mathematics and propose a conceptual framework based on the approach of Okoli and Schabram (2010) for a systematic review. Relevant articles containing the keywords "cooperative learning," "cooperative learning style," "mathematics," "mathematics teaching," and "mathematics education" were reviewed in domestic and international databases over a five-year period up to 2023. Boolean operators "and" and "or" were used to enhance search accuracy. After assessing inclusion and exclusion criteria, 45 relevant articles were identified, and cooperative learning styles and strategies were evaluated. The results showed that 36 studies used quantitative methods, 7 used qualitative approaches, and 1 employed a mixed-method design. A total of 21 cooperative learning styles with 29 main criteria were identified, with problem-based learning and the Jigsaw method being the most frequently cited. These two methods formed the primary basis of the final model, with other strategies integrated to enhance its effectiveness. The teaching process was structured into three levels: pre-design, implementation, and evaluation. Effective mathematics instruction requires a dynamic environment where students develop both individual and group skills. Cooperative learning fosters critical and scientific thinking, improving educational quality. The findings of this study can enhance school education, improve teachers’ instructional quality, and increase students' motivation and cognitive abilities. Moving away from traditional methods, teachers can adopt cooperative techniques such as brainstorming, group games, and educational competitions to engage students in learning mathematics. Educational book designers and professional development course planners can also utilize this model to improve instructional methods.