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In this action research study of my classroom of 8th grade mathematics, I investigated the effects of students’ interactions while cooperatively learning in groups. I discovered that in order to be cooperative, a lesson must be well-defined, open for discussion, and have positive face-toface interaction. The cooperative learning groups should be teacher generated rather than student-selected. When done correctly, cooperative learning tends to promote student relationships, more positive attitudes toward mathematics and the teacher, and greater self-confidence in a student’s mathematics abilities. As a result of this research, I plan to better incorporate cooperative learning into the classroom. Students will be instructed on how to effectively work in cooperative learning groups.