effectiveness of teacher monitored peer group interaction on achievement in mathematics By Dr. Malini P.M.[1]

INTRODUCTION

People view mathematics as a dry and tough subject.  Mathematics is a subject based upon logical reasoning involving challenging problematic situations leading to discovery.  Teaching mathematics mechanically through rote memorization of concept, principles and theorems without giving attention to the individual difference does not help learning.

In Peer Group interactions, students will construct their own meaning and understanding of what they need to learn.   Essentially, students will be involved in searching for collecting, analyzing, evaluating, integrating and applying information to complete an assignment to solve a problem. Thus, students will engage themselves intellectually, emotionally and socially in constructive conservation and learn by talking and questioning each other’s views and reaching consensus or dissent.  Peer learning is optimized when incorporated as an integral component of a curriculum.  The Peer Group influences the individual members in almost all their activities and learning at this stage is a very important activity.  The expectations and reinforcements of Peers can work constructively, as incentives for the individual to achieve his potentialities or by allowing too little room for individuality.  When a group sets a level of aspiration for its members, it is more often accepted by a member as a personal goal achievement.

[1] Associate Professor, M.Ed. Department, N.S.S. Training College, Pandalam, Kerala.

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