Student explanation in middle and secondary mathematics and statistics: A scoping literature review

TL;DR

This literature review analyzes studies from 2014 to 2024 on student explanation strategies in middle and secondary math and statistics, highlighting types, benefits, challenges, and gaps in research.

Contribution

It classifies student explanations into self- and peer explanation, detailing their effects and identifying gaps, especially in statistics education and comparative effectiveness.

Findings

Both explanation types improve understanding and procedural knowledge.

Self-explanation benefits from worked examples and prompting strategies.

Peer explanation influences social and affective development.

Abstract

This scoping review examines the literature on student explanation strategies in middle and secondary mathematics and statistics education from 2014 to 2024. Following the PRISMA protocol, we analyzed 41 studies that met the inclusion criteria. The findings classify student explanations into two types: self-explanation (SE) and peer explanation (PE). Both approaches enhance conceptual understanding and procedural knowledge, though each offers distinct benefits and challenges. SE is particularly effective when combined with worked examples and varies with prompting strategies, while PE significantly impacts students' affective development and social learning. The review identifies a significant gap in studies comparing the effectiveness of SE and PE, alongside an almost complete absence of research within statistics education.