Leveraging peer interaction for solving mathematical proof problems

This study innovatively explored online collaborative learning, specifically within the context of mathematical proof problems, an area relatively underexplored in educational research. It examined student interaction patterns through advanced network-based learning analytics methods. The study involved 46 Taiwanese ninth-grade students in the experimental group, strategically divided into 12 heterogeneous groups based on pretest scores, and 27 students in the control group. The experimental groups collaboratively solved 13 mathematical proof tasks related to the Pythagorean Theorem via a specialized online platform to enhance peer discussion and cooperative problem solving. The findings indicated that students participating in online collaborative learning significantly outperformed those receiving physical group discussions in proof-related tasks. Further analysis, using the Issue-Based Information System (IBIS) model combined with Epistemic Network Analysis (ENA), revealed distinct interaction patterns: the group with higher pre-test scores demonstrated stronger associations between answers and prompting interactions, whereas the group with lower pre-test scores predominantly utilized agreement statements and help-seeking behaviors. These insights underscore the critical impact of interactive group dynamics and instructional modalities on mathematical learning outcomes

Analytics · Collaborative learning · Educational technology · Electronic learning · Learning analytics · Mobile device · Online learning · Proof of concept · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Open Education and E-Learning

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