Problem Analysis and Optimization Strategies of Peer Feedback Behavior in Primary School Mathematics

Jiakang Xu

doi:10.54097/776dy493

Authors

Jiakang Xu

DOI:

https://doi.org/10.54097/776dy493

Keywords:

Primary school mathematics, Peer feedback, Problem analysis, Optimization strategies

Abstract

As a key interactive form of cooperative learning in primary school mathematics, the quality of peer feedback directly affects students’ mastery of knowledge and development of thinking. Based on classroom observations and reflections on teaching practice, this paper focuses on three core problems in peer feedback behavior in primary school mathematics: supercivilization of content, one-way orientation of interaction, and fragmentation of implementation. By analyzing the causes of these problems in combination with the cognitive characteristics of primary school students and the disciplinary attributes of mathematics, targeted optimization strategies are proposed from three dimensions: "teacher guidance", "student ability cultivation", and "classroom environment optimization". The aim is to help teachers break through the practical dilemmas of peer feedback and achieve the teaching goal of "promoting thinking through feedback and enhancing effectiveness through interaction".

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