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Cross-age tutoring and the development of three thinking strategies in additiion


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Beaumont, Timothy 1995 , 'Cross-age tutoring and the development of three thinking strategies in additiion', Coursework Master thesis, University of Tasmania.

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This study explored the effects of cross-age tutoring as an instructional mode in the
development of thinking skills in Mathematics. Six mixed-ability Grade One students
were tutored by six high-ability Grade 6 students in three thinking strategies in addition.
A tutoring model was developed to facilitate more effective tutoring of the thinking
skills. The tutors modelled, rehearsed, allowed their students to apply the strategy and
encouraged students to reflect on what they had done. This model was later modified as
a result of the research findings. Subjects were tutored daily over a four week period in
the `min' model, Near Doubles and Build to Ten strategies. Tutor-student interactions
were recorded. A Tutoring Scaffolds Protocol was developed to categorise tutors'
scaffolds. A significant similarity was found in the techniques that tutors use to correct
students' responses. To assist in developing understandings of the tutoring process tutor
responses were placed within the six scaffolded functions proposed in the work of
Wood, Bruner and Ross (1976). A model of tutors' repair strategies was proposed to
explain tutors' scaffolding functions.
It was concluded that tutoring was an effective method for teaching thinking skills
when it was used with other activities that encourage the development of shared
understandings of the learning process. It was proposed that repair strategies offered by
the tutors could be taught in tutor training sessions, thereby fostering the metacognitive
understandings of students involved in tutoring programs.

Item Type: Thesis - Coursework Master
Authors/Creators:Beaumont, Timothy
Keywords: Tutors and tutoring, Mathematics, Peer-group tutoring of students
Copyright Holders: The Author
Copyright Information:

Copyright 1995 the Author - The University is continuing to endeavour to trace the copyright
owner(s) and in the meantime this item has been reproduced here in good faith. We
would be pleased to hear from the copyright owner(s).

Additional Information:

Spine title: Tutoring & children's thinking strategies in addition. Thesis (M.Ed.St.)--University of Tasmania, 1997. Includes bibliographical references (leaves 107-115)

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