Peer Instruction as a Way of Promoting Spontaneous Use of Diagrams When Solving Math Word Problems

Although using diagrams is generally considered one of the most effective strategies for solving math word problems, research and educational practice reports indicate that students lack spontaneity in their use of diagrams. In an attempt to address this problem, the present study investigated the hypothesis that creating situations whereby students have to teach other students how to solve math word problems with the use of diagrams would promote those students’ subsequent spontaneous use of diagrams. Experimental classes were conducted with 57 8th-grade students for five days. Participants in the experimental condition were all given opportunities to explain to other students in their group their way of solving the math word problems given. In contrast, in the control condition, only some of the students were given opportunities to make presentations in front of the class about their way of solving the problems. In both conditions, the teacher encouraged diagram use during the instructions provided. The main finding was that, in the post-instruction assessment, those in the experimental condition evidenced greater spontaneous use of diagrams in attempting to solve the math word problems given. This finding suggests that, as a consequence of the peer teaching experience – which provided opportunities for the use of diagrams as communication tools – participants internalized diagrams as tools for problem solving. The protocol of peer interaction was also analyzed to better understand the mechanisms involved in this effect.