ERIC Number: EJ1332210
Record Type: Journal
Publication Date: 2022
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8855
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Available Date: N/A
Arranging Peer-Tutoring Instruction to Promote Inference-Making
Verdun, Victoria R.; Fienup, Daniel M.; Chiasson, Brittany A.; Greer, R. Douglas
Journal of Applied Behavior Analysis, v55 n2 p369-394 Spr 2022
Peer-mediated instructional strategies (e.g., peer tutoring) have been effective at teaching academic responses in previous research. This study extended the literature by programming for inference-making, or derived relations. Across two experiments, researchers investigated the use of peer tutoring and inference-making to teach fraction-pictogram-percentage relations to 8 third-grade participants. In each experiment, participants served as both tutors and tutees in homogenous, reciprocal tutoring sessions. In Experiment 1, one tutor taught fraction (A)-pictogram (B) relations and the other tutor taught percentage (C)-pictogram (B) relations. In Experiment 2, each tutor taught one half of each of the relations. Results of both experiments demonstrated that the tutors learned all relations they taught, the tutees learned all relations they were taught, and all participants derived equivalence relations and demonstrated transfer of functions for comparative relations. A comparison of the two experiments suggests instructors should consider the difficulty of training relations when they design peer-tutoring instruction that engineers inference-making.
Descriptors: Peer Teaching, Inferences, Grade 3, Elementary School Students, Tutoring, Instructional Effectiveness, Mathematics Instruction, Fractions, Mathematical Concepts
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education
Audience: N/A
Language: English
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Author Affiliations: N/A