The effect of stimulating immigrant and national pupils' helping behaviour during cooperative learning in classrooms on their maths-related talk

摘要

This study examined whether stimulation of immigrant and national pupils' use of high-quality helping behaviour (experimental condition) during cooperative learning (CL) in classrooms boosts their maths-related talk more than in an educational situation in which such stimulation is largely absent (control condition). A total of 59 elementary-age pupils enrolled in a CL maths curriculum of 11 lessons. They were video taped during two lessons while working together on maths assignments to assess their maths-related talk. We found that the quality of maths-related talk was higher in the experimental condition. Furthermore, immigrant pupils' used less maths-related talk than the national pupils. Implications are discussed.