Peer assessment processes in a problem-solving activity with future teachers
Patricia de-Armas-González 1 * , Josefa Perdomo-Díaz 1 , Diana Sosa-Martín 1
More Detail
1 Universidad de La Laguna, Tenerife, SPAIN* Corresponding Author

Abstract

Assessing problem-solving remains a challenge for both teachers and researchers. With the aim of contributing to the understanding of this complex process, this paper presents an exploratory study of peer assessment in mathematical problem-solving activities. The research was conducted with a group of future Secondary mathematics teachers who first were asked to individually solve an open-ended problem and then, to assess a classmate’s answer in pairs. We present a study of two cases involving two pairs of students, each of whom assessed the solution of a third classmate. The analysis was carried out in two interrelated phases: (a) individual solutions to the mathematical problem and (b) the peer assessment process. The results show that, in both cases, the assessors were strongly attached to their own solutions, which directly influenced the assessment process, focused on aspects that involve the general problem-solving process and the results. The main difference between the evaluation processes followed by the two pairs lies in the concept of assessment. While the first pair focuses on assessing the resolution process and errors, the other focuses its discussion on giving a numerical grade.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 4, Article No: em2245

https://doi.org/10.29333/ejmste/13057

Publication date: 01 Apr 2023

Online publication date: 11 Mar 2023

Article Views: 975

Article Downloads: 794

Open Access References How to cite this article