Peer Tutoring in Mathematics in Primary Education: A Systematic Review

Autor/inn/en	Alegre, Francisco; Moliner, Lidon; Maroto, Ana; Lorenzo-Valentin, Gil
Titel	Peer Tutoring in Mathematics in Primary Education: A Systematic Review
Quelle	In: Educational Review, 71 (2019) 6, S.767-791 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alegre, Francisco) ORCID (Moliner, Lidon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2018.1474176
Schlagwörter	Peer Teaching; Mathematics Instruction; Elementary School Students; Teaching Methods; Effect Size; Outcomes of Education; Age Differences; Students with Disabilities; At Risk Students; Program Length; Program Descriptions; Meta Analysis; English; Spanish; Educational Research + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Age; Difference; Age difference; Altersunterschied; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Meta-analysis; Metaanalyse; English language; Englisch; Spanisch; Bildungsforschung; Pädagogische Forschung
Abstract	In this review, we have examined the main components of peer tutoring in mathematics in primary education (1st to 6th grade) settings. Fifty studies were included in this article. The review was intended to examine trends in this research field regarding roles of the participants, their age (same-age vs cross-age), the methodological approach taken (quantitative, qualitative or mixed), the type of quantitative design, the analysed variables and organisational matters (number of participants, program duration, sessions per week and duration of the sessions). Main results were also included for each article and effect sizes were calculated when possible. It was found that 75% of the studies revealed medium to very large effect sizes. The average effect size was reported to be large to very large (Cohen's d = 0.89; standard deviation = 0.60). Limitations, recommendations for future research, implications for practice and conclusions are also presented. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01