Peer tutoring models in collaborative learning of mathematical problem solving and their effect on group achievement
Author:
Funder
National Natural Science Foundation of China
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-022-11429-2.pdf
Reference49 articles.
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2. Anderson, J. R. (1993). Problem Solving and Learning. American Psychologist, 48(1), 35–44. https://doi.org/10.1037/0003-066X.48.1.35
3. Bakeman, R., & Quera, V. (2011). Sequential Analysis and Observational Methods for the Behavioral Sciences. Cambridge University Press. https://doi.org/10.1017/CBO9781139017343
4. Berghmans, I., Michiels, L., Salmon, S., Dochy, F., & Struyven, K. (2014). Directive versus facilitative peer tutoring? A view on students’ appraisal, reported learning gains and experiences within two differently-tutored learning environments. Learning Environments Research, 17(3), 437–459. https://doi.org/10.1007/s10984-014-9168-8
5. Berghmans, I., Neckebroeck, F., Dochy, F., & Struyven, K. (2013). A typology of approaches to peer tutoring. Unraveling peer tutors’ behavioural strategies. European Journal of Psychology of Education, 28(3), 703–723. https://doi.org/10.1007/s10212-012-0136-3
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