Emotional and cognitive effects of peer tutoring among secondary school mathematics students
comunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8017
comunitat-uji-handle3:10234/8616
comunitat-uji-handle4:
INVESTIGACIONMetadatos
Título
Emotional and cognitive effects of peer tutoring among secondary school mathematics studentsFecha de publicación
2017-06Editor
Taylor & FrancisCita bibliográfica
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.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://www.tandfonline.com/doi/abs/10.1080/0020739X.2017.1342284Palabras clave / Materias
Resumen
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 ... [+]
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. [-]
Publicado en
International Journal of Mathematical Education in Science and Technology, 2017Derechos de acceso
Copyright © 2017 Taylor & Francis
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
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