Learning in mathematics: Effects of procedural and conceptual instruction on the quality of student interaction

Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences

Volumn 2, Issue , 2010, Pages 370-371

  Diziol, Dejana ^a   Rummel, Nikol ^a   Spada, Hans ^a   Haug, Stephanie ^a  

^a UNIVERSITY OF FREIBURG   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

DIFFERENTIAL EFFECT; INTERACTION BEHAVIOR; LEARNING OPPORTUNITY; PROCEDURAL CONDITIONS; STUDENT INTERACTIONS;

STUDENTS;

EID: 80052631950     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (4)

1. Avouris, N., Fiotakis, G., Kahrimanis, G., Margaritis, M., & Komis, V. (2007). Beyond logging of fingertip actions: analysis of collaborative learning using multiple sources of data. Journal of Interactive Learning Research JILR, 18(2), 231-250.
2. Dillenbourg, P., Baker, M., Blaye, A. & O'Malley, C. (1996). The evolution of research on collaborative learning. In E. Spada & P. Reiman (Eds) Learning in Humans and Machine: Towards an interdisciplinary learning science (pp. 189-211). Oxford: Elsevier.
3. Diziol, D., Rummel, N., & Spada, H. (2010). Are two heads always better than one? Taking a closer look at collaborative learning in mathematics. Manuscript submitted for publication.
4. Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d'Apollonia, S. (1996). Within-class grouping: A meta-analysis. Review of Educational Research, 66(4), 423-458.