Student explanation in middle and secondary mathematics and statistics: A scoping literature review
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arXiv
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| Hauptverfasser: | , , |
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| Format: | Preprint |
| Veröffentlicht: |
2025
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| _version_ | 1866915452213526528 |
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| author | Gao, Huixin Evans, Tanya Fergusson, Anna |
| author_facet | Gao, Huixin Evans, Tanya Fergusson, Anna |
| contents | 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. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2508_14417 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Student explanation in middle and secondary mathematics and statistics: A scoping literature review Gao, Huixin Evans, Tanya Fergusson, Anna History and Overview 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. |
| title | Student explanation in middle and secondary mathematics and statistics: A scoping literature review |
| topic | History and Overview |
| url | https://arxiv.org/abs/2508.14417 |