Peer tutoring in 4th grade Math: When SYKL is new and challenging

Research Topic/Aim
This study investigates the implementation of structured reciprocal peer tutoring, termed “Systematiseret Klassekammerathjælp” (Danish abbreviation: SYKL), in 4th grade math classes. SYKL assigns students the role of either tutor or tutee, aimed at fostering both academic and social participation. Teachers receive training in peer tutoring techniques and scaffolding. Students work on tasks, which include specific hints, and general prompt cards. The focus is on the challenges that arise when students are new to this collaborative didactic, specifically when they struggle to take on these roles effectively.

Theoretical Framework
SYKL is rooted in sociocultural learning theory (Vygotsky, 2019), emphasizing peer-mediated interaction within students' zones of proximal development. Peer tutoring encourages dialogical teaching (Alexander, 2004; Thurston et al., 2020), where reasoning, problem-solving, and collaboration are central to mathematical inquiry (Blomhøj, 2016; Lindenskov, 2022).

Methodology/Research Design
This qualitative study is based on video-recorded sessions of SYKL interventions in four Danish 4th-grade classes, comprising 12 mathematics lessons. Each session was analyzed using a framework for social and academic interactions (Rasmussen & Schmidt, 2022), focusing on moments where dialogue broke down, and peer tutoring became challenging. Supplementary focus group interviews with students and teachers provided deeper insights into the collaborative dynamics.

Expected Results/Findings
Findings reveal that while SYKL fosters positive peer relationships and task engagement, challenges arise when either the tutor or tutee struggles with the mathematical content. Cases highlight how overly directive tutors may inhibit the tutee's independent problem-solving, while tutors facing difficulties themselves may fail to provide meaningful support. Teachers play a critical role in scaffolding these interactions, especially in helping students ask reflective, probing questions.

Relevance to Nordic Educational Research
The study contributes to Nordic educational research by highlighting the dual academic and social benefits of peer tutoring in math, resonating with broader pedagogical goals in the region that emphasize inclusivity and collaborative learning. It also offers practical insights for improving peer tutoring in classrooms, addressing both the academic challenges and the development of teamwork skills essential for future work environments.