Task-Related Verbal Interaction and Mathematics Learning in Small Groups

TLDR

Over the past fifteen years, interest in small‑group, peer‑directed learning has resurged, with critical interaction features such as elaboration of help and responsiveness, and predictors including student ability, gender, personality, and group composition. The article reviews research linking task‑related verbal interaction to learning in mathematics classrooms and identifies predictors of peer interaction. It proposes strategies to promote effective interaction, including selecting group compositions, adjusting reward structures, training in desirable verbal behavior, and structuring activities to require explanations.

Abstract

The past fifteen years have shown a resurgence of interest in small-group, peer-directed learning in the classroom. This article reviews and analyzes the research linking task-related verbal interaction to learning in small groups in mathematics classrooms, as well as factors that have been shown to predict peer interaction in mathematics groups, and discusses strategies for shaping group interaction. Critical features of group interaction include the level of elaboration of help given and received and the responsiveness of help to the needs of students. Important predictors of group interaction included student ability, gender and personality, and group composition on ability and gender. Possible strategies for promoting effective small-group interaction include using certain group compositions, altering the reward structure, providing training in desirable verbal behavior, and structuring the group activity to require students to give explanations to each other.