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Direct linkChiu, Ming Ming – Contemporary Educational Psychology, 2008
The micro-time context of group processes (such as argumentation) can affect a group's micro-creativity (new ideas). Eighty high school students worked in groups of four on an algebra problem. Groups with higher mathematics grades showed greater micro-creativity, and both were linked to better problem solving outcomes. Dynamic multilevel analyses…
Descriptors: Creativity, Persuasive Discourse, Cooperative Learning, Problem Solving
Chiu, Ming Ming – American Educational Research Journal, 2004
This study tested a model of teacher interventions (TIs) conducted during cooperative learning to examine how they affected students' subsequent time on-task (TOT) and problem solving. TIs involved groups of ninth-grade students working on an algebra problem; videotaped lessons were transcribed and analyzed. Results showed that teachers initiated…
Descriptors: Teaching Methods, Student Needs, Cooperative Learning, Problem Solving
Peer reviewedChiu, Ming Ming – Sociology of Education, 2000
Discusses group problem solving processes, how status can harm group problem solving, and how the politeness of students' criticisms reflects status. Reports on analyses of the determinants of group solutions, perceived leadership, and biased evaluations during collaborative problem solving in which students attempted to solve an algebra problem.…
Descriptors: Cooperative Learning, Grade 9, Group Dynamics, Group Experience
Download full textChiu, Ming Ming – 1997
Differences among students can yield rich benefits as well as pose difficult problems during collaborative learning. Students can draw on diverse individual experiences to exchange information, to understand different expressions of shared commonalities, and to construct new possibilities jointly. However, they also face the potential pitfalls of…
Descriptors: Algebra, Cooperative Learning, Cultural Differences, Diversity (Student)
Chiu, Ming Ming – 1998
This study investigated how different components of teacher/teaching assistant interventions improved or reduced student motivation. The study was part of a larger project in which ethnically diverse students were videotaped during their 5 algebra classes for 6 weeks in their urban public high school. A total of 40 students (10 groups of 4) from 5…
Descriptors: Academic Achievement, Algebra, Cooperative Learning, Grade 9
Chiu, Ming Ming – 1998
Eighty ninth graders who solved an algebra problem in groups of four showed status effects at the individual level. The students had filled out preactivity questionnaires about mathematical status and social status and a postactivity leadership questionnaire. Hierarchical regressions and path analyses show that, at the group level, solution score…
Descriptors: Algebra, Chinese, Cooperative Learning, Criticism
