Students’ collaboration in technology-enhanced reciprocal peer tutoring as an approach towards learning mathematics

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 implementing digital skills at level. contribution this study address research gap in Technological Pedagogical Content Knowledge (TPACK) into students’ learning. Data collected from one lessons by videotaping student’s peer collaboration. In empirical educational study, data analysed qualitatively content analysis quantified based Contact Summary Sheet (CSS)-instrument TPACK -framework. This work sheds light how collaboration such instruction, thinking aloud, feedback, support new ideas during their tutoring arouse attainment technological discourse. results indicate that all dimensions emerged RPT. reveals there high degree PK videotaped episodes. More an focus needed.