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Abstract Technology-enhanced Reciprocal Peer Tutoring (RPT) was carried out with Finnish, nine to ten year-old primary school students (N=40). The RPT as a method of paired mathematics placed specific emphasis on electrical mathematical writing and drawing. Little is known about the important area of implementing digital mathematical skills at the primary level. The contribution of this study is to address the research gap in implementing Technological Pedagogical Content Knowledge (TPACK) into primary school students’ digital mathematics learning. Data was collected from one primary school mathematics lessons by videotaping student’s peer collaboration. In this empirical educational study, the data was analysed qualitatively with content analysis and quantified based on the Contact Summary Sheet (CSS)-instrument and TPACK -framework. This work sheds a light on how students’ collaboration such as instruction, thinking aloud, feedback, support and new ideas during their peer tutoring arouse students’ mathematical attainment and technological discourse. The results indicate that all dimensions of TPACK emerged during primary school students Technology-enhanced RPT. Data reveals that there was a high degree of PK in all videotaped episodes. More research on RPT with an empirical electrical mathematical focus is needed.
Oikarinen et al. (Mon,) studied this question.
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