As a group of researchers from the University of Texas San Antonio, we (the authors) embarked on a 10-week qualitative research study of children in paired learning situations. Specifically, we asked: What influence does working in pairs have on young children’s approaches to problem solving and their ability to verbalize and communicate a pattern to a partner? To address this question, we focused on one dual language prekindergarten classroom with 24 predominantly Latino/a, working-class families of Mexican descent in an urban private Catholic school. All 24 prekindergarten children had varying levels of Spanish and English bilingualism; however, most were native English speakers acquiring Spanish as a heritage language. We chose this campus because the teachers used a partner-based strategy for learning as a requirement in their two-way dual language program. We spent time specifically observing the interactions between two pairs of children working in the math center on patterning concepts. (author abstract)
Two mathematical heads are better than one: The benefit of peer based learning in preschool
Description:
Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
Texas
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