Benefits and Challenges of Peer Interaction in Calculus Group Exams: Perspectives of Latina/Hispanic & Mixed Race Women

Autor/inn/en	MacArthur, Kelly; Dobie, Tracy E.
Titel	Benefits and Challenges of Peer Interaction in Calculus Group Exams: Perspectives of Latina/Hispanic & Mixed Race Women
Quelle	In: PRIMUS, 33 (2023) 10, S.1121-1134 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (MacArthur, Kelly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2023.2248973
Schlagwörter	Calculus; Mathematics Instruction; Mathematics Tests; College Faculty; Undergraduate Students; Cooperative Learning; Peer Relationship; Minority Group Students; Hispanic American Students; Multiracial Persons; Barriers; Gender Differences; Group Dynamics; Test Format; Student Attitudes; Student Diversity; Inclusion; Equal Education + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Fakultät; Kooperatives Lernen; Peer-Beziehungen; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Mischling; Geschlechterkonflikt; Gruppendynamik; Testentwicklung; Schülerverhalten; Inklusion
Abstract	Collaborative assessment techniques are needed to align with shifting approaches to learning that center peer interaction. Furthermore, it is critical to understand how collaborative assessments work for students belonging to historically marginalized groups. This study reports the perspectives of four mixed race and Latina/Hispanic women regarding peer interaction and group exams in university mathematics courses. Three primary themes emerged from interviews: (a) benefits of communication during group exams, (b) challenges of working with peers during group exams, and (c) consideration of gender balance when assigning exam groups. These findings have implications for how college instructors implement collaborative exams in intentional ways that benefit students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01