The Effects Of Guided Peer

Discussion on Students in
Mathematics
Marie Willis
Marygrove College, Capstone B
Objective:
● Complete Marygrove’s Capstone B Action
Research Project
● Share my findings with my Professional
Learning Community
● Start the conversation of guided peer
discussion at our school
What are the effects of guided peer
discussion on student learning in
mathematics?

Action
e s e a rch
R
u e s t ion
Q
 Data
● Online fluency quizzes
● Online word problems
● Student surveys
 Findings
● Students were more positive about math!
 Findings
● Students were more positive about math!
● Students were able to more clearly describe
their math thinking.
 Findings
● Students were more positive about math!
● Students were able to more clearly describe
their math thinking.
● Students who struggled showed an increase in
asking for specific help.
 Findings
● Students were more positive about math!
● Students were able to more clearly describe
their math thinking.
● Students who struggled showed an increase in
asking for specific help.
● The words and stems I required were found in
their speech. Other words and stems were
not.
 Findings
● No significant increase in fluency
 Findings
● No significant increase in fluency.
● Significant increase in word problems correct
 Findings
● No significant increase in fluency
● Significant increase in word problems correct
● Significant decrease of non-mathematical
concerns
 Findings
● No significant increase in fluency
● Significant increase in word problems correct
● Significant decrease of non-mathematical
concerns
● Increase in ability to describe steps they used
for a word problem
 Findings
● No significant increase in fluency
● Significant increase in word problems correct
● Significant decrease of non-mathematical
concerns
● Increase in ability to describe steps they used
for a word problem
● Significant increase in students using precise
language outside of math
 Findings
● When asked how they solved a problem, an
increase of explaining math thinking (instead
of “used my fingers” and “my brain”)
 Findings
● When asked how they solved a problem, an
increase of explaining math thinking (instead
of “used my fingers” and “my brain”)
● Increase in students asking for help, and
asking for specific help
 Findings
● When asked how they solved a problem, an
increase of explaining math thinking (instead
of “used my fingers” and “my brain”)
● Increase in students asking for help, and
asking for specific help
● When asked if they learned something new,
increase in an example instead of “yes” or
“no”.
Now What?
 My Plan
● Deeper conversations
● Focus on giving my students higher quality stems to
begin conversations
● Keep in mind a learning scale, and what purposeful
discourse could help students get to the next level
● Relook at literature and research
● Action Research that observes student conversations
and conceptual understandings
 School Plan
● School-level Math Cohort that does more research,
pilots methods, and receives professional development
● Further Action Research to look at effects of more
in-depth conversations with purposeful discourse
● Voluntary teacher book study and/or professional
development
● Coaching and co-teaching opportunities with Math
Leader
● School-wide math intervention program
Thank you!