Collaborative Learning through Formative Peer Review with Technology

Autor/inn/en	Eaton, Carrie Diaz; Wade, Stephanie
Titel	Collaborative Learning through Formative Peer Review with Technology
Quelle	In: PRIMUS, 24 (2014) 6, S.529-543 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2014.881442
Schlagwörter	College Mathematics; Content Area Writing; Cooperative Learning; Peer Evaluation; Formative Evaluation; Writing Assignments; Calculus; Undergraduate Students; Case Studies; Teacher Collaboration; College Faculty; Computer Uses in Education; Maine + Suchen Sie Ihr Suchwort? Schriftliche Übung; Kooperatives Lernen; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Case study; Fallstudie; Case Study; Lehrerkooperation; Fakultät; Computernutzung
Abstract	This paper describes a collaboration between a mathematician and a compositionist who developed a sequence of collaborative writing assignments for calculus. This sequence of developmentally appropriate assignments presents peer review as a collaborative process that promotes reflection, deepens understanding, and improves exposition. First, we distinguish writing-to-learn from writing-in-the-disciplines. Then, we review collaborative writing pedagogies and explain best practices for teaching peer review. Finally, we present an implementation plan and examples of student work that illustrate improved understanding of content and improved exposition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10