Effects of Training in the Use of Social and Cognitive Strategies: An Intervention Study in Secondary Mathematics in Co‐Operative Groups

Parable Understanding in the Primary School Classroom: A Socio-Cultural Perspective on Learning to Understand Parables

“…Because of the greater number of strategies we believe that what students in the first experimental condition had to internalise was more complex than what was demanded of students in the second experimental group. Especially when innovations are complex teachers and students need longer training and coaching (Hoek et al, 1997). To sum up: a possible reason why students exposed to the comprehensive strategic intervention did not make greater progress than the control group could be that the number of strategies and the way students had to appropriate them was experienced as burdensome (demanding) rather than supportive (scaffolding).…”

“…Students' participation can be promoted and encouraged through small-group assignments and discussions, as well as full class discussions (Wegerif, Mercer & Dawes, 1999). Social strategies concern rules and procedures for effective cooperative groups, which means that every student has a duty to participate in small group interaction, both to be helped themselves and to help others (Hoek et al, 1997;Webb, 1991).…”

New Learning in Science and Technology

“…Although differential effects are rather persistent in new constructivism-based learning environments, research has shown that these Matthew effects can be overcome or mitigated by adequate training in social and cognitive strategies (Webb & Farivar, 1994;Hoek, Terwel & Van den Eeden 1997;. The lesson from these examples is that learning does not occur in a vacuum, but in a social context in which several variables are at work.…”

“…Third, the case of achievement in mathematics. From several studies it is known that high and low-achieving students differentially benefit from open, co-operative learning environments in which mathematics is embedded in 'rich' contexts or daily life situations (Leechor, 1988;Hoek, Terwel & Van den Eeden, 1997; Generally, high-ability students are more active in co-operative groups and provide more explanations than their low-ability peers. Van den Eeden and Terwel (1994) report similar results regarding the learning outcomes of high and low-achieving students in mathematics.…”

A Social Perspective on New Learning

“…In a third project a modification of the AGO-model was used (Hoek, Terwel, & van den Eeden, 1997). Pupils were trained in social and cognitive strategies for problem solving from real-life contexts in cooperative groups.…”