You are here:

Scaffolding Group Explanation and Feedback with Handheld Technology: Impact on Students' Mathematics Learning
ARTICLE

, , , , , ,

Educational Technology Research and Development Volume 58, Number 4, ISSN 1042-1629

Abstract

Based on strong research literatures, we conjectured that social processing of feedback by cooperating in a small group setting–with social incentives to ask questions, give explanations and discuss disagreements–would increase learning. We compared group and individual feedback, using two technologies: (1) Technology-mediated, Peer-Assisted Learning (TechPALS), which uses wireless handheld technology to structure feedback in small groups as they solve fractions problems and (2) a popular desktop product, which provides feedback to individual students as they solve fractions problems individually. Three elementary schools participated in a randomized controlled experiment conducted in the 2007-2008 school year. Students in the TechPALS condition learned more than did the control group students, with effect sizes ranging from d = 0.14 to d = 0.44. Analysis of observational data confirmed that students in the TechPALS condition participated socially in questioning, explaining, and discussing disagreements, whereas students in the individual condition did not. We conclude that an integration of technology, cooperative activity designs and broader educational practices can lead to impact on students' mathematics learning.

Citation

Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B., Nussbaum, M. & Claro, S. (2010). Scaffolding Group Explanation and Feedback with Handheld Technology: Impact on Students' Mathematics Learning. Educational Technology Research and Development, 58(4), 399-419. Retrieved April 25, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. Do Math Apps Help Elementary School Students? It Depends

    Robin Kay & Jasmin Kwak, UOIT, Canada

    EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 27–32

  2. Teaching for Success: Technology and Learning Styles in Preservice Teacher Education

    Pamela Solvie, Northwestern College, United States; Engin Sungur, University of Minnesota, Morris, United States

    Contemporary Issues in Technology and Teacher Education Vol. 12, No. 1 (March 2012) pp. 6–40

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.