RUME 28
2026
Alexandria, Virginia
The Impact of Near-Peer Mentors' Interactions Within Lower-Division Mathematics Classrooms
Page: 1260
Near-peer mentors (NPMs) — undergraduate students who support peers’ learning in STEM classrooms — have been shown to improve student success, retention, and engagement. However, less is known about how these mentors enact such impacts within the classroom. This ongoing study investigates NPM practices in lower-division mathematics courses at a mid-sized public university, focusing on the positions, acts, and storylines that shape NPM-student interactions. Data sources include classroom observations, student and NPM focus groups, and course success metrics in two developmental mathematics courses. Positioning theory provides a lens to analyze the dynamics of classroom interactions, while Bloom’s taxonomy categorizes the cognitive levels of NPM questioning and facilitation. Findings will contribute to a deeper understanding of how peer mentorship structures shape learning environments and inform the design and training of NPM programs in introductory mathematics.