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

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Peer reviewed

ERIC Number: EJ574568

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0002-8312

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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

Grant or Contract Numbers: N/A

IES Cited: ED504995

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