Pamela M. Stecker,
Lynn Fuchs, Douglas Fuchs Enhancing Interactions During
Dyadic Learning in Mathematics
This article reviews a research
program conducted to examine variables that enhance student
interactions during dyadic learning in mathematics. A rationale
for focusing on methods to enhance interactions is provided.
Then, five studies are described. In the first, student interactions
were enhanced via explicit training and practice in facilitating
participation between participants. The second study examined
the efficacy of preparing students to construct conceptual mathematical
explanations. The third study investigated the effects of students'
mathematical ability in promoting learning among very low performing
students. In the final two studies, the effects of group compositions
were studied within the context of cooperative work on complex
mathematical tasks. Implications for research and practice are
highlighted.
