Students’ Peer Interactions in Different Group Compositions

By Fatma Kayan Fadlelmula.

Published by The Learning Collection

Format	Price
Article: Print	$US10.00
Article: Electronic	$US5.00

This purpose of this study was to examine whether students’ peer interactions differ with respect to their group compositions based on mathematics ability. The participants consisted of 10th grade high schools students studying in Ankara. The data were collected mainly through classroom observations while the participants were working in small groups on the same inquiry-based mathematics activity. The findings of the study revealed that, in general, students with similar mathematics ability were more successful in their peer interactions such that they were actively participating in group discussions, probing questions, and sharing ideas without hesitating or interrupting each other.

Keywords:	Classroom Discourse, Peer Interaction, Group Compositions, Mathematical Ability

The International Journal of Learning, Volume 16, Issue 2, pp.77-84. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.172MB).

Fatma Kayan Fadlelmula

Research Assistant, Elementary Education, Middle East Technical University, Ankara, Turkey

Fatma is a PhD student in the Elementary Education Department, Middle East Technical University, Turkey. She has worked as a research assistant at Research Coordination Office in Middle East Technical University since October 2007. Previously, she was working as a multimedia content designer, for which she prepared the educational contents of e-learning products for both national and international projects. Until now, she is involved in studies relating to elementary mathematics education, mathematical problem solving, self-regulation and achievement goal orientations.

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