The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school
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 tut...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2020-01-01
|
| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374020300042 |
| _version_ | 1818664867154886656 |
|---|---|
| author | Allen Thurston Cary Roseth Tien-Hui Chiang Victoria Burns Keith J. Topping |
| author_facet | Allen Thurston Cary Roseth Tien-Hui Chiang Victoria Burns Keith J. Topping |
| author_sort | Allen Thurston |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-17T05:39:33Z |
| format | Article |
| id | doaj.art-2979ab24112c49d486f561d9849e8bcf |
| institution | Directory Open Access Journal |
| issn | 2666-3740 |
| language | English |
| last_indexed | 2024-12-17T05:39:33Z |
| publishDate | 2020-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj.art-2979ab24112c49d486f561d9849e8bcf2022-12-21T22:01:30ZengElsevierInternational Journal of Educational Research Open2666-37402020-01-011100004The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary schoolAllen Thurston0Cary Roseth1Tien-Hui Chiang2Victoria Burns3Keith J. Topping4Zhengzhou University, China; Queen's University Belfast, 20 College Green, Belfast BT7 1LN, UK; Corresponding author at: Queen's University Belfast, 20 College Green, Belfast BT7 1LN, UK.Michigan State University, UKZhengzhou University, ChinaDurham University, UKUniversity of Dundee, UKReciprocal 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.http://www.sciencedirect.com/science/article/pii/S2666374020300042Peer tutoringElementary mathematicsPupil statusAdditional support needsSocial inclusion |
| spellingShingle | Allen Thurston Cary Roseth Tien-Hui Chiang Victoria Burns Keith J. Topping The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school International Journal of Educational Research Open Peer tutoring Elementary mathematics Pupil status Additional support needs Social inclusion |
| title | The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school |
| title_full | The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school |
| title_fullStr | The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school |
| title_full_unstemmed | The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school |
| title_short | The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school |
| title_sort | influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school |
| topic | Peer tutoring Elementary mathematics Pupil status Additional support needs Social inclusion |
| url | http://www.sciencedirect.com/science/article/pii/S2666374020300042 |
| work_keys_str_mv | AT allenthurston theinfluenceofsocialrelationshipsonoutcomesinmathematicswhenusingpeertutoringinelementaryschool AT caryroseth theinfluenceofsocialrelationshipsonoutcomesinmathematicswhenusingpeertutoringinelementaryschool AT tienhuichiang theinfluenceofsocialrelationshipsonoutcomesinmathematicswhenusingpeertutoringinelementaryschool AT victoriaburns theinfluenceofsocialrelationshipsonoutcomesinmathematicswhenusingpeertutoringinelementaryschool AT keithjtopping theinfluenceofsocialrelationshipsonoutcomesinmathematicswhenusingpeertutoringinelementaryschool AT allenthurston influenceofsocialrelationshipsonoutcomesinmathematicswhenusingpeertutoringinelementaryschool AT caryroseth influenceofsocialrelationshipsonoutcomesinmathematicswhenusingpeertutoringinelementaryschool AT tienhuichiang influenceofsocialrelationshipsonoutcomesinmathematicswhenusingpeertutoringinelementaryschool AT victoriaburns influenceofsocialrelationshipsonoutcomesinmathematicswhenusingpeertutoringinelementaryschool AT keithjtopping influenceofsocialrelationshipsonoutcomesinmathematicswhenusingpeertutoringinelementaryschool |