eprintid: 10001848
rev_number: 22
eprint_status: archive
userid: 587
source: pure
dir: disk0/00/00/18/48
datestamp: 2010-03-18 16:09:22
lastmod: 2017-12-07 21:05:41
status_changed: 2010-03-18 16:09:22
type: article
metadata_visibility: show
item_issues_count: 0
creators_name: Pozzi, Stefano
creators_name: Healy, Lulu
creators_name: Hoyles, Celia
creators_id: 
creators_id: 
creators_id: c.hoyles@ioe.ac.uk
title: Learning and interaction in groups with computers: when do ability and gender matter?
ispublished: pub
divisions: B14
keywords: groupwork, computers, mathematics, ability, gender.
note: The definitive version is available at www3.interscience.wiley.com
abstract: In the research reported in this paper, we attempt to identify the background and process factors influencing the effectiveness of groupwork with computers in terms of mathematics learning. The research used a multi-site case study design in six schools and involved eight groups of six mixed-sex, mixed-ability pupils (aged 9-12) undertaking three research tasks – two using Logo and one a database. Our findings suggest that, contrary to other recent research, the pupil characteristics of gender and ability have no direct influence on progress in group tasks with computers. However, status effects – pupils' perceptions of gender and ability – do have an effect on the functioning of the group, which in turn can impede progress for all pupils concerned.
date: 1993
date_type: published
oa_status: green
language: eng
primo: open
primo_central: open_green
full_text_status: public
publication: Social Development
volume: 2
number: 3
pagerange: 222-241
pages: 20
refereed: TRUE
issn: 0961-205X
citation:        Pozzi, Stefano;    Healy, Lulu;    Hoyles, Celia;      (1993)    Learning and interaction in groups with computers: when do ability and gender matter?                   Social Development , 2  (3)   pp. 222-241.          Green open access   
 
document_url: https://discovery-pp.ucl.ac.uk/id/eprint/10001848/1/Pozzi1993learning222.pdf