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Emotional and cognitive effects of peer tutoring among secondary school mathematics students
dc.contributor.author | Alegre Ansuátegui, Francisco José | |
dc.contributor.author | Moliner Miravet, Lidón | |
dc.date.accessioned | 2017-08-01T10:09:33Z | |
dc.date.available | 2017-08-01T10:09:33Z | |
dc.date.issued | 2017-06 | |
dc.identifier.citation | ALEGRE ANSUATEGUI, Francisco José; MOLINER MIRAVET, Lidón. Emotional and cognitive effects of peer tutoring among secondary school mathematics students. International Journal of Mathematical Education in Science and Technology, 2017, p. 1-21. | ca_CA |
dc.identifier.uri | http://hdl.handle.net/10234/168454 | |
dc.description.abstract | This paper describes an experience of same-age peer tutoring conducted with 19 eighth-grade mathematics students in a secondary school in Castellon de la Plana (Spain). Three constructs were analysed before and after launching the program: academic performance, mathematics self-concept and attitude of solidarity. Students’ perceptions of the method were also analysed. The quantitative data was gathered by means of a mathematics self-concept questionnaire, an attitude of solidarity questionnaire and the students' numerical ratings. A statistical analysis was performed using Student's t-test. The qualitative information was gathered by means of discussion groups and a field diary. This information was analysed using descriptive analysis and by categorizing the information. Results show statistically significant improvements in all the variables and the positive assessment of the experience and the interactions that took place between the students. | ca_CA |
dc.format.extent | 50 p. | ca_CA |
dc.format.mimetype | application/pdf | ca_CA |
dc.language.iso | eng | ca_CA |
dc.publisher | Taylor & Francis | ca_CA |
dc.relation.isPartOf | International Journal of Mathematical Education in Science and Technology, 2017 | ca_CA |
dc.rights | Copyright © 2017 Taylor & Francis | ca_CA |
dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | * |
dc.subject | peer tutoring | ca_CA |
dc.subject | solidarity | ca_CA |
dc.subject | mathematics self-concept | ca_CA |
dc.title | Emotional and cognitive effects of peer tutoring among secondary school mathematics students | ca_CA |
dc.type | info:eu-repo/semantics/article | ca_CA |
dc.identifier.doi | http://dx.doi.org/10.1080/0020739X.2017.1342284 | |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | ca_CA |
dc.relation.publisherVersion | http://www.tandfonline.com/doi/abs/10.1080/0020739X.2017.1342284 | ca_CA |
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