Abstract

This purpose of this study was to examine whether students’ peer interactions differ with respect to their group compositions based on mathematics ability. The participants consisted of 10th grade high schools students studying in Ankara. The data were collected mainly through classroom observations while the participants were working in small groups on the same inquiry-based mathematics activity. The findings of the study revealed that, in general, students with similar mathematics ability were more successful in their peer interactions such that they were actively participating in group discussions, probing questions, and sharing ideas without hesitating or interrupting each other.