PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Student Status in Peer Conferences
Page: 342
This paper provides an analysis of students’ peer assessment conversations in introductory college calculus. In particular, it explores gender differences in the types of feedback and word choices used by students. Using computer-aided textual analysis, it draws connections between the types of words that students use and their relative status in the class. Surprisingly, the use of pronouns based on gender did not follow what one would predict based on prior studies. Possible explanations and implications for future research are discussed.