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.
| Original language | English |
|---|---|
| Article number | 100004 |
| Number of pages | 8 |
| Journal | International Journal of Educational Research Open |
| Volume | 1 |
| Early online date | 23 Jun 2020 |
| DOIs | |
| Publication status | Published - 2020 |
Keywords
- Peer tutoring
- elementary mathematics
- pupil status
- additional support needs
- social inclusion