Pons, Rosa MariaPrieto, Maria D.Lomeli, ClotildeBermejo, Maria R.Bulut, Sefa2021-06-232021-06-2320140212-97281695-2294https://doi.org/10.6018/analesps.30.3.201231https://hdl.handle.net/20.500.12491/7803The aim of this research is to determine, the importance of learning content and the role of students' prior knowledge for the formation of cooperative learning groups. The research was conducted in three mathematics classrooms at a secondary school and the sample was composed of 72 third year students. The results prove the existence of a negative correlation between the equality parameter (cooperation, collaboration and peer-tutoring) and the degree of existing cognitive proximity between students' prior knowledge and structure of the learning content.eninfo:eu-repo/semantics/openAccessCooperative LearningEquality ParameterMathematics TeachingPrior KnowledgeSecondary EducationArticle10.6018/analesps.30.3.2012313038328402-s2.0-84906672418Q3WOS:000339704800007Q3