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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ574568
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0002-8312
High Achieving Students' Interactions and Performance on Complex Mathematical Tasks as a Function of Homogeneous and Heterogeneous Pairings.
Fuchs, Lynn S.; Fuchs, Douglas; Hamlett, Carol L.; Karns, Kathy
American Educational Research Journal, v35 n2 p227-67 Sum 1998
Interactions and performances of 10 high-achieving third- and fourth-grade students on complex mathematics tasks were studied as a function of paring with other high-achieving (homogeneous) or low-achieving (heterogeneous pairing) students. Homogeneous dyads operate more collaboratively, generate more cognitive conflict, and create better quality work. (SLD)
Descriptors: Conflict, Cooperation, Elementary Education, Elementary School Students, Grade 3, Grade 4, Heterogeneous Grouping, High Achievement, Homogeneous Grouping, Mathematics Achievement, Performance Factors
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Dyads