Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School
comunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174799
comunitat-uji-handle3:10234/174800
comunitat-uji-handle4:
INVESTIGACIONMetadatos
Título
Peer Tutoring and Math Digital Tools: A Promising Combination in Middle SchoolFecha de publicación
2022-07-05Editor
MDPIISSN
2227-7390Cita bibliográfica
Moliner, L.; Alegre, F.; Lorenzo-Valentín, G. Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School. Mathematics 2022, 10, 2360. https:// doi.org/10.3390/math10132360Tipo de documento
info:eu-repo/semantics/articleVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Peer tutoring in combination with math digital tools was employed with middle school
students learning mathematics. A total of 112 students in 9th grade (14 to 15 years old) participated in
the study. A pretest–po ... [+]
Peer tutoring in combination with math digital tools was employed with middle school
students learning mathematics. A total of 112 students in 9th grade (14 to 15 years old) participated in
the study. A pretest–posttest with control group design was used. Students worked with systems of
linear equations during the experience. The effects of the intervention of peer tutoring in combination
with math digital tools on students’ mathematics achievement were examined using quantitative
methods. The way students in the experimental group learned and their motivation towards using
digital tools compared with students in the control group were analysed qualitatively. Statistically
significant improvements and a large effect size were reported for students’ mathematics achievement in the experimental group. No statistically significant differences were reported between the
pretest and the posttest for the control group. The qualitative analyses revealed that students in the
experimental group achieved a higher level of autonomous learning, showed a greater association of
mathematical concepts, helped their peers more, did more exercises and problems than students in
the control group, and enjoyed the experience. [-]
Publicado en
Mathematics, Vol. 10: Iss. 13 (July-1 2022)Entidad financiadora
Valencian Ministry of Education
Código del proyecto o subvención
20AQ65IN001
Título del proyecto o subvención
Inclusive education through ICTs
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