Abstract
This study investigated cases of referencing to others in social studies tasks where the final answer is not fixed to one and in mathematical tasks where the final answer is fixed to one, in a classroom where students routinely make use of referencing to others for learning. The results showed that (1) more than 95% of the students had experienced referencing to others, (2) 93.2% of the students in social studies and 86.8% of the students in mathematics studies referenced others multiple times in a single task, and the most frequent frequency of referencing was two to five times, (3) less than 10% of the students had a negative attitude toward being referenced by others, (4) Referring to others is a one-way action, but it can affect the social presence, (5) The relationship between solving difficulties in proceeding with the task and imitating after referring to others was low. (6) 63.9% of the reasons for referring to others were to improve their own achievement and to deepen their understanding in social tasks, while in mathematics tasks, the reasons were to solve difficulties in proceeding with the task, to check their own answers, and to gain confidence.
