Objective.

To analyze the integration between individual and dyadic comprehension of frequency tables in primary school students. The focus was on the quality and modality of cognitive product (final solution).

Method.

The participants were 90 sixth and seventh grade students (age: M = 12.3; SD = 0.5; non-probabilistic sample). First, the subjects individually solved a comprehension task from a double-entry table. Then they were grouped into dyads which solved the task collaboratively. A questionnaire was used to evaluate levels of task comprehension and analyze: (a) comparison of individual and dyadic performances; (b) modalities of integration between individual and dyadic production; (c) analysis of modalities according to item and dyadic socio-cognitive composition.

Results.

Data showed: (a) The superiority of the collaborative performance compared to the individual performance; (b) different modalities of integration between both individual and dyadic comprehension; and (c) the level of complexity of the item and the socio-cognitive composition of the dyad influenced specific modalities.

Conclusion.

The hypothesis of the superiority of inter-individual actions over intra-individual actions was corroborated, although with variations associated with the mediating variables. The findings were discussed with a differentiation between product and process.

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