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Collaborative Learning Interventions for Elementary Students' Mathematical Creative Reasoning: A Meta-Analysis.

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Title: Collaborative Learning Interventions for Elementary Students' Mathematical Creative Reasoning: A Meta-Analysis.
Authors: Cholifah, Tety Nur1 tety.nur.2321039@students.um.ac.id, Soetjipto, Budi Eko1, Setyosari, Punaji1, Untari, Sri1
Source: Journal of Interdisciplinary Studies in Education. 2026, Vol. 15 Issue 4, p193-220. 27p.
Subject Terms: *Collaborative learning, *Problem-based learning, *Effective teaching, *Teacher education, *Elementary education, *Mathematics education, Originality
Abstract: This meta-analysis synthesizes experimental and quasi-experimental evaluations of collaborative learning interventions for elementary students' mathematical creative reasoning (CMR). After a verification audit, 30 studies (N = 3,108) from 11 countries (1997-2024) met the inclusion criteria. A random-effects model yielded a large effect (Hedges' g = 1.58, 95% CI [1.46, 1.70], p < .001) with moderate heterogeneity (I² = 42.1%), interpreted cautiously given that 50% of studies were Indonesian; the non-Indonesian subsample yielded g = 1.49. Open-ended/multiple solution tasks and problem-based learning produced the largest effects; instructional time was not a significant moderator. The findings imply that higher-education teacher preparation should embed evidence-based collaborative pedagogies to ensure curriculum continuity in tertiary mathematics education. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This meta-analysis synthesizes experimental and quasi-experimental evaluations of collaborative learning interventions for elementary students' mathematical creative reasoning (CMR). After a verification audit, 30 studies (N = 3,108) from 11 countries (1997-2024) met the inclusion criteria. A random-effects model yielded a large effect (Hedges' g = 1.58, 95% CI [1.46, 1.70], p < .001) with moderate heterogeneity (I² = 42.1%), interpreted cautiously given that 50% of studies were Indonesian; the non-Indonesian subsample yielded g = 1.49. Open-ended/multiple solution tasks and problem-based learning produced the largest effects; instructional time was not a significant moderator. The findings imply that higher-education teacher preparation should embed evidence-based collaborative pedagogies to ensure curriculum continuity in tertiary mathematics education. [ABSTRACT FROM AUTHOR]
ISSN:21662681
DOI:10.32674/sr0hxm38