Kazemi, ElhamLee, Jieun2018-07-312018-07-312018-07-312018Lee_washington_0250O_18522.pdfhttp://hdl.handle.net/1773/42146Thesis (Master's)--University of Washington, 2018The substantial body of research on cooperative learning suggests its positive effects on student learning and achievement; thus, a growing number of educators and researchers are utilizing cooperative learning in many subject areas. Particularly in mathematics, the role of communication, a key component of cooperative learning, has been recognized as an important aspect of conveying mathematical ideas into more refined and effective forms. This study aims to understand young children’s mathematical learning through peer interactions with the goal of determining the effects of certain pairings and responsiveness on cooperative learning. To achieve this aim, I examined peer interactions among three first-grade students and the effect of the processes and quality of those interactions on each students’ mathematical learning. The findings from this study suggest that students’ ideas and responsiveness move around the classroom over time during the process of peer interactions and eventually lead to an increase in learning opportunities. This result provides a key to understand the potential application and subsequent benefits of cooperative learning settings.application/pdfen-USnoneChildren's Mathematical LearningCooperative LearningCounting CollectionsMathematics EducationPeer InteractionResponsivenessEducationEducational psychologyElementary educationEducationThesis