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More Math Minutes - Learn-to-Teach, Teach-to-Learn

Abstract More Math Minutes is an action research study, set in a high school in the southwestern United States, designed to examine the effects of collaborative peer-group learning for low-performing Algebra I and low-performing Algebra II students. This study is grounded in Social Cognitive Theory and Constructivist Theory including Bandura’s self-efficacy theory and Vygotsky’s theory of proximal development. Participants are comprised of 20 low-performing Algebra I students as the peer-learners and 20 low-performing Algebra II students as the peer-teachers participating in a peer tutoring intervention. Quantitative and qualitative data was collected through pre- and post-self-efficacy questionnaires, pre- and post-mathematics knowledge assessments... (more)
Created Date 2018
Contributor Herriman, Patricia Valles (Author) / Kulinna, Pamela (Advisor) / Marsh, Josephine (Committee member) / Marble, Cindy (Committee member) / Arizona State University (Publisher)
Subject Education / Mathematics education / Secondary education / Collaboration / Cooperative learning / Peer-teaching / Peer-tutoring / Self-efficacy / Teaching to learn
Type Doctoral Dissertation
Extent 176 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Leadership and Innovation 2018
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis