Scaffolding group explanation and feedback with handheld technology: Impact on Students' mathematics learning

Abstract

Based on strong research literatures, we conjectured that social processing of
feedback by cooperating in a small group setting—with social incentives to ask questions,
give explanations and discuss disagreements—would increase learning. We compared group
and individual feedback, using two technologies: (1) Technology-mediated, Peer-Assisted
Learning (TechPALS), which uses wireless handheld technology to structure feedback in
small groups as they solve fractions problems and (2) a popular desktop product, which
provides feedback to individual students as they solve fractions problems individually. Three
elementary schools participated in a randomized controlled experiment conducted in the
2007–2008 school year. Students in the TechPALS condition learned more than did the
control group students, with effect sizes ranging from d = 0.14 to d = 0.44. Analysis of
observational data confirmed that students in the TechPALS condition participated socially in
questioning, explaining, and discussing disagreements, whereas students in the individual
condition did not. We conclude that an integration of technology, cooperative activity designs
and broader educational practices can lead to impact on students’ mathematics learning.