Peer Explanation in Primary Mathematics Learning

This study aims at proposing a feasible classroom activity which can introduce math knowledge by systematically scaffolding students to figure the new concept out and then construct their own logics and thoughts by written and oral language. A three-step learning flow, including puzzle-solving, writing to learn, and peer explanation, is proposed in this study. To investigate the fundamental theoretical issues and possible obstacles, this learning flow was initially implemented in a fourth-grade classroom without technology supports. In the initial stage of this study, this paper focuses on discussing the effectiveness of peer explanation and some observations in this learning activity.