Enhancing Mathematical Problem-Solving through Peer Tutoring: The Role of Discursive Strategies in Compulsory Education
Enhancing Mathematical Problem-Solving through Peer Tutoring: The Role of Discursive Strategies in Compulsory Education
Abstract
Mathematical problem-solving is a core component of compulsory education, yet students often struggle to develop effective strategies. Peer tutoring has been identified as a promising instructional approach, although the mechanisms underlying its effectiveness remain underexplored. This study examines the impact of a structured peer tutoring programme, Razonar en pareja, on students’ mathematical problem-solving skills, with particular attention to the role of explicit training in discursive strategies.
A sequential explanatory mixed-methods design was employed, combining a quasi-experimental pre-test/post-test approach with qualitative analysis. The sample included 181 students from six schools. Two groups were compared: one receiving standard peer tutoring and another receiving additional targeted training in mathematical discourse strategies.
Results show statistically significant improvements in problem-solving performance in both groups, with significantly greater gains in the group receiving discursive strategy training. Qualitative findings indicate that these improvements are associated with changes in students’ use of mathematical language and reasoning processes.
These findings provide robust empirical evidence for the effectiveness of combining peer tutoring with explicit instruction in discursive strategies and highlight important implications for instructional design in mathematics education.
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