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首页> 外文期刊>Knowledge Management & E-Learning: An International Journal >Knowledge convergence among pre-service mathematics teachers through online reciprocal peer feedback
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Knowledge convergence among pre-service mathematics teachers through online reciprocal peer feedback

机译：通过在线互惠同伴反馈，职前数学教师之间的知识融合

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摘要

This research focused on pre-service mathematics teachers’ sharing of knowledge through reciprocal peer feedback. In this study, pre-service teachers were divided into groups of five and engaged in an online reciprocal peer feedback activity. Specifically, after creating an individual concept map indicating high school students’ possible solutions to an algebra problem, pre-service teachers shared their individual maps with team members and engaged in online discussion, commenting on the concept maps of other group members and responding to peers’ feedback. Similarities in team members’ knowledge representations before and after this peer feedback activity were compared in order to analyze their knowledge convergence. It was found that a team member’s knowledge was more likely to match that of other team members after the online reciprocal peer feedback activity. Qualitative analysis was also conducted in order to explore the possible influence of a team’s interaction process on members’ knowledge convergence. It was also found that, after engaging in this peer feedback process, pre-service teachers demonstrated greater improvement in their convergence of concepts relating to problem-solving strategies than in the concepts representing problem context and domains.
机译：这项研究的重点是在职前数学老师通过相互的同feedback反馈分享知识。在这项研究中，职前教师分为5人一组，并参加在线互惠同伴反馈活动。具体来说，在创建表明高中生可能解决代数问题的解决方案的个人概念图之后，职前教师与团队成员共享他们的个人图并进行在线讨论，评论其他小组成员的概念图并回应同龄人' 反馈。比较了同事反馈活动前后团队成员知识表达的相似性，以分析他们的知识融合。研究发现，在线互惠同伴反馈活动之后，团队成员的知识更有可能与其他团队成员的知识相匹配。还进行了定性分析，以探讨团队互动过程对成员知识融合的可能影响。还发现，在参与同feedback反馈过程之后，与代表解决问题背景和领域的概念相比，职前教师在与问题解决策略有关的概念的融合方面显示出更大的进步。

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