Abstract:

In spite of the relevance of Mathematics in secondary education, its failure rates and the rejection of many students towards the subject are high. In some cases the lack of mathematical competence can cause disaffection of students towards the discipline and in most cases this disaffection is the cause of the poor academic results, because affective aspects condition the learning of Mathematics. One of the main causes that can lead to the rejection towards this discipline in high school can be found in the evaluation process and another one in the person in charge of carrying it out.
In this context, our research focuses on the design and implementation of a teaching methodology based on the peer review that pretends to improve the development of mathematical competence through peer feedback. Peer review is widely used to review articles in scientific journals and as an assessment system in Massive Open Online Courses (MOOC). In educational institutions, it has been used at the university level, particularly, in learning languages. At pre-university level, there are a few studies about peer review in sciences and mathematics learning. Nevertheless, this strategy offers enormous educational possibilities and it is presented as an epistemic tool from basic education to university.
Currently at the time of the research, prior to the implementation of the methodological strategy based on the peer review, our main objective that arises from the need to respond to the problems and difficulties mentioned above is the construction of the following two instruments: first, a rubric and, second, a scale of measurement of attitudes towards Mathematics that constitutes the pretest and posttest questionnaire. The rubric is the instrument that uses the methodological strategy based on peer review to help the students to develop their mathematical competence and to evaluate the mathematical competence acquired by their peers. The measurement scale of attitudes towards Mathematics presents in the questionnaires will allow to evaluate the attitude of the students towards the subject in two moments of the teaching and learning process (at the beginning and at the end) and it will favor the measurement of the possible change of attitude of the students after they have experienced the methodological strategy based on peer review.
We have performed a little pilot test consisted in to assess the understanding of the derivative concept and the procedure of derivatives calculating. A rubric has been developed and used by a group of students of first course in La Marisma high school.
Once the pilot test has been completed by the students, data has been collected and a SWOT (strengths, weaknesses, opportunities and threats) analysis has been carried out. Many positive results have been found as well some threats and weaknesses that affect the teaching methodology. According to strengths, we highlight the motivation generated in students with less involvement in the subject and, according to weaknesses, we underscore the demand for additional dedication to traditional approaches to teaching.

Keywords:

high school, peer review, mathematical competence, confidence, motivation