Literaturnachweis - Detailanzeige
Autor/inn/en | Fuchs, Lynn S.; Fuchs, Douglas; Hamlett, Carol L.; Karns, Kathy |
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Titel | High Achieving Students' Interactions and Performance on Complex Mathematical Tasks as a Function of Homogeneous and Heterogeneous Pairings. |
Quelle | In: American Educational Research Journal, 35 (1998) 2, S.227-67Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
Schlagwörter | Conflict; Cooperation; Elementary Education; Elementary School Students; Grade 3; Grade 4; Heterogeneous Grouping; High Achievement; Homogeneous Grouping; Mathematics Achievement; Performance Factors Konflikt; Co-operation; Kooperation; Elementarunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Homogene Gruppierung; Niveaugruppierung; Streaming; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leistungsindikator |
Abstract | Interactions and performances of 10 high-achieving third- and fourth-grade students on complex mathematics tasks were studied as a function of paring with other high-achieving (homogeneous) or low-achieving (heterogeneous pairing) students. Homogeneous dyads operate more collaboratively, generate more cognitive conflict, and create better quality work. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |