Enhancing Interactions During Dyadic Learning in Mathematics

  • Pamela Stecker
  • Lynn S. Fuchs
  • Douglas Fuchs

Abstract

This article reviews a research program conducted to examine variables that enhance student interactions during dyadic learning in mathematics. A rationale for focusing on methods to enhance interactions is provided. Then, five studies are described. In the first, student interactions were enhanced via explicit training and practice in facilitating participation between participants. The second study examined the efficacy of preparing students to construct conceptual mathematical explanations. The third study investigated the effects of students’ mathematical ability in promoting learning among very low performing students. In the final two studies, the effects of group compositions were studied within the context of cooperative work on complex mathematical tasks. Implications for research and practice are highlighted.

Published
2000-10-01
How to Cite
Stecker, P., Fuchs, L. S. and Fuchs, D. (2000) “Enhancing Interactions During Dyadic Learning in Mathematics”, Swiss Journal of Educational Research, 22(3), pp. 467–480. doi: 10.24452/sjer.22.3.4587.
Section
Thematic contribution