Problem solving with equals: Peer collaboration as a context for learning mathematics and spatial concepts.

Abstract

Assessed effects of peer collaboration on mathematical and spatial reasoning for fourth graders and on learning with logical-physical materials 1 year later. Subjects were 152 fourth graders, randomly divided into 4 groups: mathematics, spatial reasoning, and 2 control groups. In Year 1, pairs in the math and spatial groups worked together for six sessions on math and spatial problems respectively. In Year, 2 pairs of children in the math, spatial, and Control 1 groups worked together on a series of 6 sessions with balance scale problems