Learning together and alone : cooperative, competitive, and individualistic learning / David W. Johnson, Roger T. Johnson

TL;DR: In this article, the authors synthesized quantitative and qualitative research on collaborative learning to examine the relationship between teacher guidance strategies and the processes and outcomes of collaboration among students (66 studies).

TL;DR: In this article, the authors discuss methods and theoretical perspectives on cooperative learning for the elementary grades and place them in a model that depicts the likely role each perspective plays in cooperative learning outcomes.

TL;DR: In this article, the authors discuss how teachers might assist students in cooperative groups to provide equitable opportunities to learn, defined as the fair distribution of opportunities for learning, and the argument is that identity-related processes are just as central to mathematical development as content learning.

TL;DR: The role of facilitator is crucial to the success of this approach, both in modeling appropriate skills and making the learning connections for students as discussed by the authors, and the value of collaborative, rather than competitive, aspects of games highlighted.