Jigsaw as an enhancer for learning from diversity in math education

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This study compared two collaborative activities for students' solving of challenging math problems or integration of research pieces of cognitive science. One is the jigsaw method that assigns different pieces to different students and makes them exchange what they learn. The other is a simpler type of collaboration that gives all pieces to all students in a serial order. Comparing the results, we found that the jigsaw promoted problem solving or research piece integration more than the other. Detailed analyses of the students' discussion revealed that distributed expertise promoted each one's solid understanding of the assigned piece, which also served as a standpoint for integration.