Peer assessment processes in a problem-solving activity with future teachers

  1. de-Armas-González, Patricia 1
  2. Perdomo-Díaz, Josefa 1
  3. Sosa-Martín, Diana 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Zeitschrift:
Eurasia Journal of Mathematics, Science and Technology Education

ISSN: 1305-8215,  1305-8223

Datum der Publikation: 2023

Ausgabe: 19

Nummer: 4

Seiten: em2245

Art: Artikel

DOI: 10.29333/EJMSTE/13057 GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Eurasia Journal of Mathematics, Science and Technology Education

Zusammenfassung

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.

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