This study explores the use of Tarsia jigsaw activities as a strategy for enhancing student engagement in mathematics classrooms. Over a period of three years, Tarsia activities were regularly implemented in lower secondary classes to support both individual and group learning. In the most recent semester, a classroom-based observational study was conducted with lower secondary students in Jizzakh, Uzbekistan, using student surveys and ClassDojo performance data. The findings indicate that Tarsia activities increase significantly student participation and motivation. More than 30% of total classroom reward points were earned during Tarsia-based tasks, highlighting a high level of engagement during these activities. In addition, survey responses revealed that students perceived Tarsia activities as enjoyable, interactive, and helpful for understanding mathematical concepts. The results suggest that Tarsia jigsaw activities can serve as an effective and practical approach to promoting active learning and collaboration in mathematics classrooms, particularly in similar educational contexts.
| Mualliflar | Ismoilov, Mirolim, Исмоилов, Миролим, Ismoilov, Mirolim |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2026-03-25 |
| Jild | 7 |
| Son | 3/S |
| Betlar | 181-185 |
| Til | Ingliz |
| DOI | 10.47689/2181-1415-vol7-iss3/s-pp181-185 |
DOI: 10.47689/2181-1415-vol7-iss3/s-pp181-185 · Maqolaning asl sahifasi
упражнения "Tarsia jigsaw", вовлечённость учащихся, математическое образование, совместное обучение, активное обучение, классно-ориентированное исследование, формирующее оценивание, Tarsia jigsaw activities, student engagement, mathematics education, collaborative learning, active learning, classroom-based research, formative assessment, Tarsia jigsaw faoliyatlari, o‘quvchi faolligi, matematika ta’limi, hamkorlikda o‘rganish, faol o‘rganish, sinfga asoslangan tadqiqot, formativ baholash
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