A collaborative learning experience in high school mathematics

This article describes the main results obtained from analyzes of face-to-face experiences in high school mathematics. These experiences are realized by two models of cooperative learning: the collaborative model and the peer tutoring. Both models differ in the required roles, in the task types given to students and in the teacher's role change. From the analysis viewpoint of the peer collaboration model the positive aspects are seen such as: disciplinary skills, decision making skills, strengthening of knowledge, social interaction, meanwhile the negative aspects are: group assessment, unintentional waste of time. The peer tutoring model was more effective when it happened without given roles. Both models highlighted effective results through dialogue between students and arguments of a metacognitive rather than cognitive nature. The presented analysis may be important in identifying the effectiveness of working with groups under these two models and the possibility of implementing them in an online learning format.