Abstract:

The inclusive education approach implies modifying substantially the structure, development and pedagogic proposal of the schools in order to answer the educational needs of every single child so that they can all succeed in learning and participate in equal conditions. Inclusive practices must promote learning methodologies in which every student has a place. Inclusive education and cooperative learning are closely linked (Duran, 2009). Peer learning has been repeatedly noted as a major instructional strategy for the inclusive education (Stainback and Stainback, 2001). In this article we focus on peer tutoring as a cooperative learning methodology based in the creation of pairs of students, with an asymmetric relationship (originated from the adoption of a tutor and tutee role respectively), with a shared, known and common goal (for instance, the acquisition of a curricular competence), which is attained by means of a relationship frame planned by the teacher (Duran, Torró y Vidal, 2003). Peer tutoring enables learning opportunities for both roles (tutors and tutees) as they learn from their differences and from the interactions that take place. The goal of this work is to review the scientific literature regarding peer tutoring in mathematics and, specifically, analyzing the positive effects that it has for students at academic risk, with learning disabilities, with emotional or behavioral disorders when they play the role of tutor. To this end, a research was conducted in the main databases (Eric, Google Scholar and Apa, PsycNet) and the following descriptors were indicated: peer tutoring, peer learning, mathematics, at risk, disability, learning deficit, learning disability, disorder. 26 successful experiences were found. One experience belongs to kindergarten educational level, 17 belong to primary education and 8 to secondary education. Results show how the students, in spite of their difficulties, increase their academic performance in mathematics, their self-concept and behavior when playing the role of tutor. In this way, we can conclude that peer tutoring is cooperative learning methodology that empowers inclusive classrooms. If we want to reach the upper state in the inclusiveness process with students with learning disabilities, we must develop strategies for attending to diversity at class, which enable all students, having or not any disability, to participate in the same teaching and learning activities. These strategies as a whole must define a complex pedagogic dispositive, at the center and at class, so that in a natural way it enables the interaction among all the students.

Keywords:

Peer tutoring, mathematics, inclusive education.