Learning mathematics through peer assessment: “How can we assess something that we ourselves don’t know how to solve?”

Yaniv Biton

doi:10.29333/ejmste/15794

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Yaniv Biton ¹ ² ^*

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¹ Shannan Academic College of Education, Haifa, ISRAEL² Center for Educational Technology, Tel Aviv, ISRAEL^* Corresponding Author

Abstract

The study explores the opportunities for learning mathematics when students engage in peer assessment. This paper is the result of a study that took place at the Center for Pre-University Education of the Technion–Israel Institute of Technology. The participants were enrolled in a single-semester preparatory course in mathematics to reach level-five-matriculation proficiency. Data was collected using video cameras and audio recorders, among other methods, to capture students’ interpretation of diverse mathematical content and ideas. I identified important thinking skills that included, but were not limited to, deciphering solutions, comparing ways of tackling problems, and differentiating criteria that were occasioned by direct student-student interaction during which they continually clarified their mathematical insights, ideas, queries, and hunches. The contribution of this particular study lies not only in the light it sheds on the benefits of peer assessment for learning purposes but also on identifying occasioned moments of learning mathematics as they occurred in such contexts.

Keywords

peer assessment
learning
developing criteria
effect student learning
preparatory course
learning mathematics

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 1, January 2025, Article No: em2557

https://doi.org/10.29333/ejmste/15794

Publication date: 02 Jan 2025

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Article Downloads: 52

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How to cite this article

APA

Biton, Y. (2025). Learning mathematics through peer assessment: “How can we assess something that we ourselves don’t know how to solve?”. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2557. https://doi.org/10.29333/ejmste/15794

Vancouver

Biton Y. Learning mathematics through peer assessment: “How can we assess something that we ourselves don’t know how to solve?”. EURASIA J Math Sci Tech Ed. 2025;21(1):em2557. https://doi.org/10.29333/ejmste/15794

AMA

Biton Y. Learning mathematics through peer assessment: “How can we assess something that we ourselves don’t know how to solve?”. EURASIA J Math Sci Tech Ed. 2025;21(1), em2557. https://doi.org/10.29333/ejmste/15794

Chicago

Biton, Yaniv. "Learning mathematics through peer assessment: “How can we assess something that we ourselves don’t know how to solve?”". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 1 (2025): em2557. https://doi.org/10.29333/ejmste/15794

Harvard

Biton, Y. (2025). Learning mathematics through peer assessment: “How can we assess something that we ourselves don’t know how to solve?”. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2557. https://doi.org/10.29333/ejmste/15794

MLA

Biton, Yaniv "Learning mathematics through peer assessment: “How can we assess something that we ourselves don’t know how to solve?”". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 1, 2025, em2557. https://doi.org/10.29333/ejmste/15794