Fostering the Computation Competence of Low Achievers through Cooperative Learning in Inclusive Classrooms: A Longitudinal Study

Autor/inn/en	Opitz, Elisabeth Moser; Grob, Urs; Wittich, Claudia; Häsel-Weide, Uta; Nührenbörger, Marcus
Titel	Fostering the Computation Competence of Low Achievers through Cooperative Learning in Inclusive Classrooms: A Longitudinal Study
Quelle	In: Learning Disabilities: A Contemporary Journal, 16 (2018) 1, S.19-35 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Inclusion; Longitudinal Studies; Cooperative Learning; Competence; Special Needs Students; Low Achievement; Peer Relationship; Intervention; Mathematics; Computation; Comparative Analysis; Pretests Posttests; Mathematics Achievement; Foreign Countries; Control Groups; Hierarchical Linear Modeling; Regression (Statistics); Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Inklusion; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kooperatives Lernen; Kompetenz; Sonderpädagogischer Förderbedarf; Unterdurchschnittliche Leistung; Peer-Beziehungen; Mathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Regression; Regressionsanalyse; Statistische Analyse; Deutschland
Abstract	Fostering peer interaction and shared learning is an important aim of inclusive instruction. However, it has not been established whether it is possible to offer explicit and intensive support for low achievers in inclusive settings. This longitudinal study examined whether a structured program that includes cooperative learning fosters computational competence and flexible strategy use by low achievers in mathematics in inclusive classrooms. 126 persistent counters from 35 inclusive classrooms in grade 2 participated in a structured intervention lasting ten weeks, under three conditions: Cooperative learning (CL, students working in pairs during seatwork), individual learning (IND, students working individually during seatwork) and a control group (CG) with "business as usual." Even when there was substantial class-specific differential development during group-based interventions, between pre- and posttest, results showed no statistically significant main effects for either of the two intervention conditions relative to the control group. However, compared to the CG-group, the CL intervention showed a higher slope for pretest performance, indicating that students with a higher level of computation competence benefited relatively more from the CL intervention than students with similar preconditions in the CG. The results provide evidence that multiple approaches are needed; approaches which combine well-structured programs stimulating cooperative learning and shared learning situations with intensive and individualized measures are of benefit for students with very low mathematical competence. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01