Developing a mathematics curriculum to improve learning behaviors and mathematics competency of children

Bidabadi, Nahid Shirani; Esfahani, Ahmad Reza Nasr; Jafari, Ebrahim; Abedi, Ahmad

doi:10.1080/00220671.2018.1547960

Cited by 3 publications

(2 citation statements)

References 28 publications

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“…In this sense, an asymmetric relationship is externally planned by a professional with students sharing the goal of acquiring a curricular content (De Backer, Van Keer, Moerkerke & Valcke, 2016). It is a methodology that fosters inclusion in the classroom as it promotes collaborative learning (Miravet & García 2013;Shirani Bidabadi, Nasr Esfahani, Mirshah Jafari & Abedi, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Peer tutoring in algebra: A study in Middle school

Alegre

Miravet

Maroto

et al. 2019

The Journal of Educational Research

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This study reports the academic benefits of peer tutoring in algebra for middle school students. A total of 380 students enrolled in grades 7 th and 8 th participated in the study. Two peer tutoring sessions took place during each week (10 weeks). Interactions between peers lasted 20 to 25 minutes for each session. The typology of tutoring was fixed and same-age. A pretest posttest with control group design was used. Statistical significant improvements were reported in the academic achievement variable after the implementation of the peer tutoring program for 7 th and 8 th grade courses separately and altogether. Over 87% of the students in the experimental group improved their marks. The overall effect size for the experience was reported to be medium (Hedge's g = 0.48). The main conclusion of this study is that fixed and same-age peer tutoring in algebra may be very beneficial for middle school students.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Peer tutoring in algebra: A study in Middle school

Alegre

Miravet

Maroto

et al. 2019

The Journal of Educational Research

View full text Add to dashboard Cite

show abstract

“…In this sense, an asymmetric relationship is externally planned by a professional with students sharing the goal of acquiring a curricular content (De Backer, Van Keer, Moerkerke, & Valcke, 2016). It is a methodology that fosters inclusion in the classroom as it promotes collaborative learning (Miravet & Garc ıa 2013;Shirani Bidabadi, Nasr Esfahani, Mirshah Jafari, & Abedi, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%