Universitat Jaume I (SPAIN)
About this paper:
Appears in: INTED2016 Proceedings
Publication year: 2016
Pages: 5292-5296
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.0026
Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain
Student’s interaction with his/her peers is one of the key elements which have an impact on his/her learning. Students generate a series of cognitive conflicts which make them learn through interactions with others. In this article we focus on peer tutoring. According to Duran & Vidal (2004:2) peer tutoring is a cooperative learning method based on the creation of pairs of students that have an asymmetric relation (derived from the respective role of the tutor or tutee), with a common and shared goal (the acquisition of a curricular competence) that is achieved by means of a relation framework planned by the teacher. Most of the studies carried out conclude that peer tutoring, in its different forms, reports great benefits no matter if it is used in different subjects, ages or its frequency. Improvements in academic performance, self-concept, communicative skills, solidarity attitude and attitude towards the subject worked with this methodology are some of the advantages resulting from peer tutoring.

The aim of this paper is, on one hand, to present the theoretical basis of cooperative learning and peer tutoring and, on the other hand, to describe the components of the peer tutoring program that was implemented. The content and skills worked with this program will be reviewed. The timing of the program will be defined and it will be explained how pairs should be sorted, as well as the training students should receive before the implementation of the program. Finally, the use of materials and resources, the dynamics in the classroom and the evaluation of the whole process will be discussed.

From this experience, we can verify that peer tutoring is a cooperative learning method with some potential advantages that may be really beneficial for students. Furthermore, it allows for working some competences and attitudes which are not usually worked at secondary classrooms (solidarity attitude, communicative competences) and that are very useful for today’s society. It is a methodology that benefits both tutors and tutees as there are advantages for all of them depending on the role they play.
Peer tutoring, mathematics, self-concept, cooperative learning.