In order for this group process to work effectively, the teacher must carefully prepare the learning environment. Problems presented to the group should be too difficult or too complex for one child to solve alone. The problems should also pique the group's interest and curiosity. The teacher must ensure that all children participate in the group work and learn cooperative skills. Teachers themselves may need inservice education in using cooperative learning strategies so they can successfully implement them in the classroom.
Research indicates several position effects of cooperative learning in mathematics education.
When coupled with individual accountability, cooperative learning leads to greater academic achievement. Reference Kirsner, S. A., and S. Bethell. National Center for Research on Teacher Learning, 1992. Transforming Ideas for Teaching and Learning Mathematics, written by C. B. Lacampagne and supported by Office of Educational Research and Improvement and Office of Research of the U. S. Department of Education.