1. The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school
- Author
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Allen Thurston, Cary Roseth, Tien-Hui Chiang, Victoria Burns, and Keith J. Topping
- Subjects
Peer tutoring ,Elementary mathematics ,Pupil status ,Additional support needs ,Social inclusion ,Theory and practice of education ,LB5-3640 - Abstract
Reciprocal peer tutoring in mathematics was conducted with 487, ten to twelve year-old students from 20 elementary schools in three different school districts. The peer tutoring technique, a form of paired mathematics, placed specific emphasis on mediation through strategic metacognition between tutor and tutee. Student mathematics attainment significantly increased using this technique (Effect Size=+0.43). 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. The implications for theory, policy, practice and future research are discussed.
- Published
- 2020
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