I believe a Canadian school has done some research on this matter, but I have not seen any publication on the matter.

You might find the well-researched Peer Assisted Learning Strategies math program at Vanderbilt helpful in addressing your question: http://kc.vanderbilt.edu/pals/

You might start with this article:

Phillips, N.B., Hamlett, C.L., Fuchs, L.S., & Fuchs, D. (l993). Combining classwide curriculum-based measurement and peer tutoring to help general educators provide adaptive education. Learning Disabilities Research and Practice, 8, 148-156.

Provides an overview of the math PALS methods for practitioners, with a brief summary of an efficacy study.

Unable to open it. Thank you anyway. I searched other websites, but articles are not free.

I'm so sorry! This URL might work better:

http://kc.vanderbilt.edu/pals/about.html

Hi, Claudio,

I asked a somewhat related question: "What instruments would you recommend for measuring outcomes of mathematical dialogue among peers?" There are some resources shared that might be useful to you.

I see the two attached articles published by other ResearchGate contributors:

The Structure of Student Dialogue in Web-Assisted Mathematics Courses

Automating Hinting in Mathematical Tutorial Dialogue

I hope these resources will assist with your research,

Barb

https://www.researchgate.net/post/What_instruments_would_you_recommend_for_measuring_outcomes_of_mathematical_dialogue_among_peers

Article The Structure of Student Dialogue in Web-Assisted Mathematics Courses

Article Automating Hinting in Mathematical Tutorial Dialogue

Hi Barb,

             To be honest I have no instrument to measure the interactions among peers, if I understood well your question.  So far, i have partially incorporated the peer dialog. However, my intention is fully implemented. I want to learn about other experiences.

Thank you for the  references!,

Claudio

I was curious if still anybody interested in exchanging thoughts in incorporating technology in learning mathematics as essential.

Here I have copied couple lines from this article by Thomas etal.

Certainly technology helps to learn. Personally, I believe the highest technology for learning mathematics is the blackboard in 1801, by James Pillans. I know this could be very controversial, but I would love to hear your viewpoint.

It is interesting to mention that the most significant advance in Mathematics occurred with creation ( discovery if you prefer) of Set Theory

by Georg Cantor, 1874.

I strongly believe that the most significant methodology to learn mathematics, what I mean understand concepts, is the interaction of students and faculty discussing in front of a backboard.

“Technology is essential in teaching and learning mathematics;

it influences the mathematics that is taught and enhances students’ learning.”

(21) The Structure of Student Dialogue in Web-Assisted Mathematics Courses. Available from: https://www.researchgate.net/publication/242565397_The_Structure_of_Student_Dialogue_in_Web-Assisted_Mathematics_Courses [accessed Apr 04 2018].

“who can utilize technology as an essential tool for

developing a deep understanding” of mathematical subject matter and pedagogy

[2].

The following work may be useful for you

www.raco.cat/index.php/Ensenanza/article/viewFile/21667/21501