The effect of peer review on the quality of developed numeracy problems: The case of Indonesian mathematics teacher candidates

Abstract

This study aims to investigate the effect of peer review on the quality of designed numeracy problems. The participants of this quasi-experiment study were three classes of mathematics teacher candidates (N=98) aged 19 to 20 years. We compared the mathematics teacher candidates' performance in designing the numeracy instrument and solving numeracy problems between the experimental and control group. While the experimental group was instructed to develop numeracy problems through brainstorming, peer review, and group-classroom discussion, the control group was asked to develop numeracy problems through brainstorming and group-classroom discussion. Similar tests were administered to both groups after the intervention. In the test, they were asked to design a numeracy problem. Their score on the quality of their product of numeracy problems indicated that the intervention could support mathematics teacher candidates' performance in developing a good numeracy problem. This study showed that the benefit of involving peer review could support mathematics teacher candidates' performance in some aspects of the quality of production: correctness, completeness, visual and language.