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Learning and interaction in groups with computers: when do ability and gender matter?

Pozzi, Stefano and Healy, Lulu and Hoyles, Celia (1993) Learning and interaction in groups with computers: when do ability and gender matter? Social Development, 2 (3). pp. 222-241. ISSN 0961-205X

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Abstract

In the research reported in this paper, we attempt to identify the background and process factors influencing the effectiveness of groupwork with computers in terms of mathematics learning. The research used a multi-site case study design in six schools and involved eight groups of six mixed-sex, mixed-ability pupils (aged 9-12) undertaking three research tasks – two using Logo and one a database. Our findings suggest that, contrary to other recent research, the pupil characteristics of gender and ability have no direct influence on progress in group tasks with computers. However, status effects – pupils' perceptions of gender and ability – do have an effect on the functioning of the group, which in turn can impede progress for all pupils concerned.

Item Type: Article
Additional Information: The definitive version is available at www3.interscience.wiley.com
Controlled Keywords: groupwork, computers, mathematics, ability, gender.
Divisions: IOE Departments > Departments > Geography, Enterprise, Mathematics and Science
IOE Departments > Departments > London Knowledge Lab
Depositing User: IOE Repository Editor (1)
Date Deposited: 18 Mar 2010 16:09
Last Modified: 14 Oct 2013 12:04
URI: http://eprints.ioe.ac.uk/id/eprint/1848
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