PEER TUTORING IN MATHEMATICS LEARNING

Abstract

Peer tutoring is viewed as an effective approach to mathematics instruction. However, careful planning and adaptation to the educational context must be undertaken for its implementation. Building on this foundation, future research could focus on developing a playful support system underpinned by an innovative methodology and digital tools. This study aimed to conduct a systematic review of peer tutoring for mathematics teaching. To this end, the PRISMA protocol was applied, and inclusion criteria were set to encompass articles published in indexed journals from 2018 to 2024. A final sample of 14 empirical and meta-analytic studies was obtained. Characteristics such as approach, methodology, participant experiences, and emerging themes were considered in this systematic analysis. Overall, tutoring exerted a positive influence on mathematical performance, motivation, and self-regulated learning, with gender, educational level, and tutoring format serving as moderating factors. Peer tutoring is thus affirmed as an effective method, though meticulous planning and context-specific adaptation in secondary and tertiary education settings are required for its success.