This mixed-methods study assesses the impact of a self-directed peer learning intervention intended to alleviate known bottlenecks in engaging developmental math students with word problems. Our findings suggest that self-directed peer learning, in which students areprovided autonomy in choosing with whom they consult, has the potential to significantly strengthen students’ ability to shift from written to mathematical representations as well as decrease anxiety and increase positive engagement in mathematics education as a whole. Implications for overcoming similar bottlenecks outside of mathematics are discussed.
No takes yet. Share an insight, caveat, or question.
Smeltzer et al. (2024) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: