The Collaborate Learning by Andrew Schwartz

The researches established the fact that during the classes it is very useful to provoke some discussions in order to get to know more about the principles, ideas and thoughts of the pupil. If pupils were working separately, basing only on own knowledge and skills it turned to be very difficult and not very interesting. The results were evident, only several children could perform the task. The answers of pupils were as right as wrong, sometimes the essence of the answer was correct but the structure was not really correct.
In the process of working in not very large groups more clever kids was stated as the heads in order to control the other pupils and to explain the question in the case if someone did not get it. The task of the ?"'˜heads?"'' was not just to explain the issue to the group-mates, but also to the teacher. Sometimes the task is clear for all children, sometimes not, but the fact is the ?"'˜heads?"'' could get the necessary skills in the communication process, to hear all points of view and to choose more correct. Such process is named collaborative learning.
This very process should follow different in nature goals but the effect should be positive as on the children as well as on the teacher?"''s staff. The main purposes are the adjustment to the different learning methods, clear organization of the duties in order to be aware, establishing on the role of mentor the current teacher, the wish to know more or to understand better, the implantation of such qualities as self-assurance due to the work in the groups, and many others.
Collaborate learning is a kind of supporter for the mathematical thinking, and makes very important influence on the pupils?"'' development. The role lies in the ability to analyze, to structure, and to establish the rules. If the results are correct, the teacher could be sure that the class understood the material in the correct way.

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