Abstract
ABSTRACT A study examined developmental differences in students' recognition of the types of explanations that help most in mathematics peer-group interactions. Scripted interactions of eight male and eight female dyads working on math problems were videotaped. In each interaction one actor in the dyad would request non-specific assistance and the other would provide one of four types of responses: (1) answer, (21 procedure, (3) procedure and justification, or (4) procedure and demonstration. Subjects, 62 third and fifth graders, worked on each of the math problems, were shown the videotape of the dyad working on the same problem, then rated the degree to which they thought the reply helped the other actor to understand the math work. Sixty adults who read the scripts of the interactions also indicated how much they thought the response helped the other actor. Results indicated age-related differences in children's differentiation among different types of replies to requests for information. Older subjects made greater distinctions between replies that only provided them with an answer and those tnat provided them with information about the process of problem solving. In addition, older subjects were better able to verbalize this distinction. They referred more often to the need for a response that contained information that would teach them the process and allow generalization to future math problems. Appendices provide girl and boy scripts for 3rd and 5th grade stimuli and a description of the coding system for juotification of subject's ratings. (HTH)
Submitted Version (
Free)
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
