Collaborative Learning Through Formative Peer Review With Technology

TL;DR

This paper explores a collaborative peer review approach in calculus education, using technology to enhance student reflection, understanding, and exposition through structured assignments and best practices.

Contribution

It introduces a sequence of collaborative writing assignments that integrate peer review as a developmental tool in calculus education, emphasizing reflection and understanding.

Findings

Improved student understanding of calculus content

Enhanced quality of student exposition

Effective use of technology in peer review processes

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.