Benefits of Student Participation in Elementary Mathematics Classrooms: Only for High-Ability Students?

• In Event: 52.028 - Impact of Curriculum and Instruction on Students' Achievement in Mathematics

Abstract

This study investigated the relationship between student participation and student achievement in six third- and fourth- grade mathematics classrooms. Multilevel analyses using codes based on video and audio recordings of whole-class and small-group discussions showed that student prior achievement was not related to student participation. The results contribute to the existing literature by challenging the notion that only the more capable students provide explanations or engage with other students and that only the more capable students benefit from participating with other students.

Authors

• Marsha M. Ing, University of California - Riverside

• Noreen M. Webb, University of California - Los Angeles

• Megan L. Franke, University of California - Los Angeles

• Angela Chan Turrou, University of California - Los Angeles