This volume offers a collection of materials to organize a mathematics learning programme for primary school pupils using peer tutoring, a teaching-learning method focused on group activities that allows each pupil to contribute with their skills and competences.

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COOPERATIVE LEARNING

Cooperative learning is a teaching-learning method focused on group activities structured according to precise principles.  It has shown a formidable effectiveness both in promoting school learning and in the development of social skills, and in stimulating different intelligences and different styles of learning. Furthermore, peer tutoring represents a fully adequate response to the needs of pupils with Special Educational Needs, since it is based on the principle according to which each member of the group, with its unique and special characteristics, can contribute to learning, and everyone can be a resource for others.

THE BOOKS

Learning mathematics with peer tutoring begins with a theoretical section on methodology, after which a preliminary training to the introduction of peer tutoring is presented to illustrate to the students what it consists of and to strengthen some of their social skills.  It also offers over 120 photocopiable worksheets for classes from second to fifth grades, which peer couples can use to practice specific disciplinary contents: the four operations, mental calculations, fractions equivalencies, powers, etc., while alternating between the role of tutor and tutee. The books also contains sheets that help the teacher to schedule and evaluate each meeting. In its various applications, peer tutoring promotes positive and lasting effects on students’ academic performance, task involvement, emotional and cognitive aspects, behaviour in the classroom and social skills. In addition, it facilitates the building of relationships related to the learning context that are important for each pupil, but critical for those in difficulty.

Peer Tutoring programme objectives:

• promotes the development of social skills within the class group;
• favours the learning potential of each student;
• creates a learning context that enhances the skills of each pupil;
• consolidate knowledge that has already been acquired and help acquire new knowledge;
• stimulate a greater motivation to learn.

Examples of activities divided by class:

Greater than, less than, or equal to?

Subtraction

Addition with decimal numbers

Fractions