Abstract
Reciprocal peer tutoring in mathematics was conducted with 487, 10-12 year-old students from 20 schools in three school districts. The peer tutoring technique was a form of paired mathematics. Student mathematics attainment significantly increased (ES=0.43). Student perception of the social status of their tutoring partner influenced attainment outcomes. Mathematics attainment was predicted by having a lower opinion of the cognitive ability of students’ tutoring partner and by having a mathematics partner that students believed was more popular. After peer tutoring students reported significantly increased social relationships in and out of school. Gains in social relationships were stronger for students with a recorded additional support need/disability. The implications for theory, policy, practice and future research are discussed.
| Original language | English |
|---|---|
| Publication status | Published - 14 Apr 2012 |
| Event | 2012 AERA Annual Meeting: Non Satis Scire: To Know Is Not Enough - Vancouver, Canada Duration: 13 Apr 2012 → 17 Apr 2012 |
Conference
| Conference | 2012 AERA Annual Meeting |
|---|---|
| Country/Territory | Canada |
| City | Vancouver |
| Period | 13/04/12 → 17/04/12 |
Keywords
- Peer tutoring
- Elementary mathematics
- Pupil status
- Additional support needs
- Social inclusion
