Peer Conferencing as a Complement to Teacher-Led Math Writing Instruction: An Exploratory Case Study

다국어 초록 (Multilingual Abstract)

Writing instruction in the early grades often neglectssystematic revision and conferencing. This comparative case study examinedthe impact of explicit peer-conference training on the math writing ofsecond-grade students, focusing on discourse quality and revision patterns.
Findings indicate that trained partnerships articulated clearer conferencepurposes and exhibited significantly lower rates of off-task behavior.
Furthermore, trained students produced a higher volume of changes andnearly double the rate of peer-influenced revisions compared to non-trainedpeers. Results may suggest that peer conferencing, when explicitly modeled,serves as a productive complement to teacher-led instruction by helpingyoung students internalize feedback to improve mathematical reasoning.