Peer Tutoring Models in Collaborative Learning of Mathematical Problem Solving and Their Effect on Group Achievement

Autor/inn/en	Li, Yangyang; Jiang, Chunlian; Chen, Zengzhao; Fang, Jing; Wang, Chenyang; He, Xiuling
Titel	Peer Tutoring Models in Collaborative Learning of Mathematical Problem Solving and Their Effect on Group Achievement
Quelle	In: Education and Information Technologies, 28 (2023) 6, S.6595-6618 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Yangyang) ORCID (Jiang, Chunlian) ORCID (Chen, Zengzhao) ORCID (Fang, Jing) ORCID (Wang, Chenyang) ORCID (He, Xiuling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11429-2
Schlagwörter	Students; Peer Teaching; Tutoring; Models; Mathematics; Problem Solving; Cooperative Learning; Flipped Classroom; Academic Achievement; Groups; Instructional Effectiveness; Cognitive Processes; Educational Needs; Thinking Skills; Skill Development; Organization + Suchen Sie Ihr Suchwort? Student; Schüler; Schülerin; Studentin; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Analogiemodell; Mathematik; Problemlösen; Kooperatives Lernen; Flipped classrooms; Flip teaching; Inverted teaching; Schulleistung; Unterrichtserfolg; Cognitive process; Kognitiver Prozess; Educational need; Bildungsbedarf; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Organisation; Organisationsstruktur
Abstract	This study was conducted to examine peer tutoring models in collaborative learning of mathematical problem solving (MPS) in flipped classrooms and their effect on group achievement. Quantitative data collected include 32 videos of eight groups of students in four MPS periods that were designed based on a simplified version of Polya's four-stage model, and their worksheets completed in each period. The video data were coded based on a framework with low-level and high-level cognitive behaviors as well as management behaviors and were analyzed using lag sequence analysis from which three types of peer tutoring models were determined: organization-oriented, cognitive-supported, and cognitive-guided. ANOVA analysis showed that the groups with cognitive-guided tutors performed significantly better than the groups guided by cognitive-supported and organization-oriented tutors, between which the performance difference did not reach a significant level. The results of this study suggest that training provided to peer tutors should focus more on how to stimulate high-level cognitive thinking skills than on organization skills. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01