Application of cooperative learning methods in teaching "Solving problems using the method of temporary assumption" at primary school

Abstract

The incorporation of information technology into teaching is a prevailing trend in modern education. One prominent approach, cooperative learning, is extensively adopted across various educational levels, aiming not only to enhance individual competencies such as self-learning ability and knowledge acquisition but also to cultivate broader skills including teamwork, communication, critical thinking, interpretation, and presentation. In Vietnam, cooperative learning methods are predominantly utilized in higher education, partially in secondary education, with limited dissemination in primary education. Although employed across diverse subjects including mathematics at the primary level, their implementation in advanced mathematical content remains constrained and primarily formalistic, lacking full utilization of their potential benefits. To provide further clarity on cooperative learning methods and explore their application in primary education, using theoretical research methods and experimental research methods, in this paper, I  provide a synopsis of content, implementation methodologies, and an analysis of the pros and cons of cooperative learning approaches (i);  apply these approaches to the teaching of "Problem-solving using temporary assumptions" segment of the primary school mathematics curriculum (ii), thereby elucidating the practical and theoretical framework for implementing cooperative learning methods at primary level.