Quality of Group Interaction, Ethnic Group Composition, and Individual Mathematical Learning Gains

Autor/inn/en	Mouw, Jolien M.; Saab, Nadira; Janssen, Jeroen; Vedder, Paul
Titel	Quality of Group Interaction, Ethnic Group Composition, and Individual Mathematical Learning Gains
Quelle	In: Social Psychology of Education: An International Journal, 22 (2019) 2, S.383-403 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mouw, Jolien M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-019-09482-w
Schlagwörter	Group Dynamics; Mathematics Achievement; Ethnic Groups; Grade 5; Elementary School Students; Predictor Variables; Heterogeneous Grouping; Homogeneous Grouping; Helping Relationship; Student Behavior; Mathematics Instruction; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Gruppendynamik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ethnie; School year 05; 5. Schuljahr; Schuljahr 05; Prädiktor; Homogene Gruppierung; Niveaugruppierung; Streaming; Helfende Beziehung; Student behaviour; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik
Abstract	High-quality helping behavior is essential for effective peer interaction and learning. This study focused on ethnic group composition and the quality of group interaction as predictors of individual mathematics performance. Video-observations of 92 fifth-grade students working in groups balanced on mathematics performance level were analyzed. We expected a difference in the quality of interaction and test scores of native and non-native students. Multilevel analysis identified process regulation and giving answers as positive predictors of mathematics performance, whereas giving or applying explanations contributed negatively. Non-native students generally had lower achievement scores than native students. Non-native students working in ethnically heterogeneous groups performed better than did students working in homogenous groups. Homogeneous groups used more high-quality helping behaviors and engaged more often in task-oriented behavior. Heterogeneous groups engaged more often in low-quality helping behaviors. Working with native students may have been conducive to non-native students' understanding of word problems in realistic mathematics education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01