To investigate collaborative learning with multimedia, four groups of three ninth-grade math students worked for one hour with a multimedia package presenting the relationships between distance, speed, and time. Interactions were videotaped and transcribed. Groups engaging in cycles of observation, reflection, discussion, and feedback were seen to…

In 3 of 5 Australian grade 8 math classes, 5 students, most high ability males, dominated teacher-student interactions in whole-class activities. These students' involvement was facilitated by behaviors of teachers and students and by management problems prevailing in these classes. In a fourth class the teacher systematically involved a larger…

Implications of using pupil-to-pupil discussion with mathematics classrooms are discussed, with different ways in which such discussion might promote mathematical understanding. A framework for instruction includes the learning of the computer language Logo. (MNS)

Twenty learning-handicapped and 20 nonhandicapped intermediate-grade children worked on a mathematics problem-solving task on a microcomputer. Their social and instructional interactions were compared as group configuration (individual, homogeneous dyad, and heterogeneous dyad) and task difficulty changed. The computer's effect on the conversation…

This study explored the importance of group interaction for learning. It investigated: (1) the relationship between group interaction and achievement, and whether this relationship was constant across ability levels; and (2) the importance of ability, extroversion-introversion, and group composition as predictors of group interaction. The sample…

This study investigated interaction and achievement in cooperative small groups in four junior high school mathematics classrooms. Ninety-six students learned a one-week unit on consumer mathematics in mixed-ability or uniform-ability groups. Students in mixed-ability groups scored higher on a problem-solving test than students in uniform-ability…