Teacher Interventions Aimed at Mathematical Level Raising During Collaborative Learning

By R. Dekker, M. Elshout-Mohr. 2004

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A systematic review of teacher guidance during collaborative learning in primary and secondary education (2019, background): “Others aim to uncover how teacher guidance is associated with collaboration between students and with individual students’ learning gains (e.g., Dekker & Elshout-Mohr, 2004; Jadallah et al., 2011).”
The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support (2015, background): “Some studies investigated effects of support types (e.g., process support versus content support) on students’ learning (e.g., Dekker and Elshout-Mohr 2004).”
Conceptualizing Perseverance in Problem Solving as Collective Enterprise (2017, background): “…what she learned from the previous study to encourage students in listening, offering ideas, clarifying expectations, and generally looking to the collective as a resource for problem solving (for a more general discussion of teacher support during collaboration see Dekker & Elshout-Mohr, 2004).”
‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups (2009, background): “Gillies ( 2004 ) and Dekker and Elshout‐Mohr ( 2004 ) also confirmed the detrimental effect of giving groups direct help about the task content.”