Holm, A., & Pelger, S. (2016). Mathematics communication within the frame of Supplemental Instruction – SOLO and ATD analysis. Conference Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education, Prague, Czech Republic. Retrieved from https://hal.archives-ouvertes.fr/hal-01289441/document

Teaching at Swedish primary and secondary schools is often combined with collaborative exercises in a variety of subjects. One such method for learning together is Supplemental instruction (SI). Several studies have been made to evaluate SI in universities throughout the world, while at lower levels hardly any study has been made until now. This study aimed at identifying learning conditions in SI-sessions at two Swedish upper secondary schools. Within this study, a combination of ATD (Anthropological theory of the didactic) and the SOLO-taxonomy (Structure of the Observed Learning Outcome) was successfully tried as an analysis strategy.

To access the complete annotated bibliography of more than 1,100 references to postsecondary peer cooperative learning programs, click on the following link, http://z.umn.edu/peerbib