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Direct linkJasien, Lara; Gresalfi, Melissa – Journal of the Learning Sciences, 2021
Background: We explore how school-based mathematical experiences shape out-of-school mathematical experiences, developing the idea that learners hybridize norms and practices around authority and evaluation across these two contexts. To situate our study, we build on constructs of participatory identity and framing. Methods: Drawing from a large…
Descriptors: Self Concept, Mathematics Instruction, Informal Education, Video Technology
Peer reviewedWebb, Noreen M. – Journal for Research in Mathematics Education, 1991
Reviewed and analyzed are studies on task-related verbal interactions among students in small groups in mathematics classrooms and their links to mathematics achievement. Factors that predict group interaction are considered and research-based strategies for shaping group interaction are discussed. (MDH)
Descriptors: Cooperative Learning, Elementary Secondary Education, Interaction Process Analysis, Mathematics Achievement
Peer reviewedLieber, Joan; Semmel, Melvyn I. – Journal of Special Education Technology, 1989
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…
Descriptors: Computer Assisted Instruction, Difficulty Level, Group Dynamics, Grouping (Instructional Purposes)
