Students' Collaboration in Technology-Enhanced Reciprocal Peer Tutoring as an Approach towards Learning Mathematics

Autor/inn/en	Oikarinen, Riitta Maarit; Oikarinen, Juho Kaleva; Havu-Nuutinen, Sari; Pöntinen, Susanna
Titel	Students' Collaboration in Technology-Enhanced Reciprocal Peer Tutoring as an Approach towards Learning Mathematics
Quelle	In: Education and Information Technologies, 27 (2022) 6, S.7519-7548 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oikarinen, Riitta Maarit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10799-3
Schlagwörter	Peer Teaching; Tutoring; Cooperation; Mathematics Instruction; Educational Technology; Technology Uses in Education; Mathematics Skills; Elementary School Students; Foreign Countries; Pedagogical Content Knowledge; Technological Literacy; Finland + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Co-operation; Kooperation; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Pädagogische Kompetenz; Technisches Wissen; Finnland
Abstract	Technology-enhanced Reciprocal Peer Tutoring (RPT) was carried out with Finnish, nine to ten year-old primary school students (N=40). The RPT as a method of paired mathematics placed specific emphasis on electrical mathematical writing and drawing. Little is known about the important area of implementing digital mathematical skills at the primary level. The contribution of this study is to address the research gap in implementing Technological Pedagogical Content Knowledge (TPACK) into primary school students' digital mathematics learning. Data was collected from one primary school mathematics lessons by videotaping student's peer collaboration. In this empirical educational study, the data was analysed qualitatively with content analysis and quantified based on the Contact Summary Sheet (CSS)-instrument and TPACK -framework. This work sheds a light on how students' collaboration such as instruction, thinking aloud, feedback, support and new ideas during their peer tutoring arouse students' mathematical attainment and technological discourse. The results indicate that all dimensions of TPACK emerged during primary school students Technology-enhanced RPT. Data reveals that there was a high degree of PK in all videotaped episodes. More research on RPT with an empirical electrical mathematical focus is needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01