Tingyi Xiao
Research Mentor(s): Amanda Brown
Mentor Department: Educational Studies
Authors:
Session: Session 1 (9:00am – 9:50am)
Presentation Type: Poster 57
Abstract
Building on existing research into peer learning and collaborative problem-solving in math education, this essay discusses the methods teachers use to encourage mathematical learning. It focuses on how instructional decisions promote peer relationships and cooperative problem-solving. Through qualitative analysis of StoryCircles and observations of teacher meetings, this study examines specific methods that foster student conversation, reasoning, and collaborative exploration of mathematical ideas. Findings align with the study’s aim, showing that teachers provide a variety of peer learning opportunities, such as directed questioning, organized group discussions, and encouragement of student explanations. These methods not only help students develop communication and critical thinking skills but also foster a deeper comprehension of mathematical concepts. This research highlights the importance of teacher-facilitated peer learning in raising students’ mathematical confidence and engagement.
