Abstract
This research focused on pre-service mathematics teachers’ sharing of knowledge through reciprocal peer feedback. In this study, pre-service teachers were divided into groups of five and engaged in an online reciprocal peer feedback activity. Specifically, after creating an individual concept map indicating high school students’ possible solutions to an algebra problem, pre-service teachers shared their individual maps with team members and engaged in online discussion, commenting on the concept maps of other group members and responding to peers’ feedback. Similarities in team members’ knowledge representations before and after this peer feedback activity were compared in order to analyze their knowledge convergence. It was found that a team member’s knowledge was more likely to match that of other team members after the online reciprocal peer feedback activity. Qualitative analysis was also conducted in order to explore the possible influence of a team’s interaction process on members’ knowledge convergence. It was also found that, after engaging in this peer feedback process, pre-service teachers demonstrated greater improvement in their convergence of concepts relating to problem-solving strategies than in the concepts representing problem context and domains.
Highlights
Reciprocal peer feedback, named reciprocal peer review or reciprocal peer critique, indicates a communication process (Liu & Carless, 2006), during which learners comment on their peer’s learning product or performance by identifying strengths and areas for improvement (Cho & Cho, 2011); students receive feedback on their own product
After creating a concept map indicating high school students’ possible solutions to a mathematics problem, pre-service teachers were asked to engage in an online peer feedback activity: Participants shared their individual maps with the other four team members, commented on their members’ concept maps, and responded to suggestions from their peers
In order to analyze pre-service teachers’ learning performances, their responses in the pre- and post- knowledge tests, their 15 individual concept maps created before the peer feedback process, and their 15 revised maps were analyzed
Summary
Reciprocal peer feedback, named reciprocal peer review or reciprocal peer critique, indicates a communication process (Liu & Carless, 2006), during which learners comment on their peer’s learning product or performance by identifying strengths and areas for improvement (Cho & Cho, 2011); students receive feedback on their own product. Most of them were performed within traditional classroom settings, and relatively fewer studies have been conducted in online environments (Ching & Hsu, 2013; Ertmer et al, 2007) In this project, pre-service mathematics teachers engaged in online discussion exchanging feedback about their team members’ concept maps, and the outcome of their participation in this online peer feedback activity was examined. Studies have shown that peers are able to learn from providing and receiving feedback (as reviewed in 2.3), so far no research has been conducted to compare participants’ learning outcomes and to assess their convergence of understanding through peer feedback This project studied whether team members’ knowledge became more similar after they had engaged in online peer feedback. Additional explorations of participants’ interaction processes and their sharing of different types of knowledge were conducted to supplement the understanding
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