The Influence of Social Relationships on Outcomes in Mathematics When Using Peer Tutoring in Elementary School

• In Event: New Developments in Cooperative Learning

Abstract

Reciprocal peer tutoring in mathematics was conducted with 487, ten to twelve year-old students from 20 elementary schools in three school districts. The peer tutoring technique, a form of paired mathematics, placed specific emphasis on mediation through strategic metacognition between tutor and tutee. Student perception of the social status of their tutoring partner influenced attainment outcomes. Greatest mathematics attainment gains were predicted by having a higher opinion of the cognitive ability of students’ mathematics tutoring partner and by having a mathematics tutoring partner that you believed was less popular. After peer tutoring, students showed increased social relationships in and out of school. Gains in social relationships were indicative of a more inclusive classroom being developed.

Authors

• Allen Thurston, Queen's University Belfast

• Cary J. Roseth, Michigan State University

• Tien-Hui Chiang, Anhui Normal University

• Keith J. Topping, University of Dundee

• Victoria Burns, Durham University

• Maria Paz Cockerill, Queen's University - Belfast

• Joanne O'Keeffe, Queen's University - Belfast