Learning and interaction in groups with computers: when do ability and gender matter? |
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Authors: | Stefano Pozzi Lulu Healy Celia Hoyles |
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Affiliation: | Department of Mathematics, Statistics and Computing, Institute of Education, University of London, London WC1H 0AL |
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Abstract: | In the research reported in this article, we attempt to identify the background and process factors influencing the effectiveness of groupwork with computers in terms of mathematics learning. The research used a multi-site case study design in six schools and involved eight groups of six mixed-sex, mixed-ability pupils (aged 9–12) undertaking three research tasks – two using Logo and one a database. Our findings suggest that, contrary to other recent research, the pupil characteristics of gender and ability have no direct influence on progress in group tasks with computers. However, status effects – pupils' perceptions of gender and ability – do have an effect on the functioning of the group, which in turn can impede progress for all pupils concerned. |
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Keywords: | Groupwork computers mathematics ability gender |
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