Implementing effective group work for mathematical achievement in primary school classrooms in Hong Kong

Implementing effective group work for mathematical achievement in primary school classrooms in Hong Kong

• Kutnick, Peter University of Hong Kong
• Fung, Dennis C. L. University of Hong Kong
• Mok, Ida A. C. University of Hong Kong
• Leung, Frederick K. S. University of Hong Kong
• Li, Johnson C. H. University of Manitoba, Winnipeg, Canada
• Lee, Betty P. Y. University of Hong Kong
• Lai, Veronica K. W. Chinese University of Hong Kong

International Journal of Science and Mathematics Education, 15(5), 957-978, 2017

Springer Netherlands

2017

• F 教與學
  • FA 一般教學方法、各種施教方法
• G 課程與教學:個別教學範疇
  • GC 數學及統計學
• Q 教育體系與各級學校
  • QC 小學教育

Group Work Confucian Heritage Culture Mathematical Understanding Pedagogic Efficacy Relational Approach Primary School Mathematics

• Hong Kong

• 1997.7 onwards

• 小學教育

The Hong Kong Education Bureau recommends that primary school pupils' mathematical achievement be enhanced via collaborative discussions engendered by group work. This pedagogic change may be hindered by Confucian heritage classroom practices and Western-dominated group work approaches that predominate in Hong Kong. To overcome these obstacles, we introduced a relational approach to group work in a quasi-experimental study. Our sample included 20 teachers randomly allocated to experimental (12) and control (8) conditions and their 504 mathematics pupils (aged 9-10). The relational approach focused on the development of peer relationships in a culturally appropriate manner and was implemented over 7 months. Pupils were pre-/post-tested for mathematical achievement and systematically observed, and the teachers were assessed for subject knowledge and pre-/post-tested for pedagogic efficacy. Analysis of covariance (ANCOVA) and hierarchical linear modeling (HLM) results show enhanced mathematical achievement, supported by improved peer-based communication skills and time-on-task for the experimental pupils. Experimental teachers raised their pedagogic efficacy. Results indicate the potential of the relational approach for boosting academic achievement via enhanced child-peer-teacher interaction and the need to reassess the role of peer-based latent collectivist learning in Confucian heritage classrooms.

• 英文

期刊論文

• 15710068

https://bibliography.lib.eduhk.hk/tc/bibs/1c0a498c

2017-10-09