Abstract
The paper presents a study within an international project titled The Social Unit of Learning. This study examines the ways in which students interact with each other when solving an open mathematical problem in small groups of four.
Attention is focused on peer feedback, especially on its form and how it affects the process of solving the problem. Our analysis suggests that feedback often appears in the group discussion and takes the form of both positive reaction (confirmation; question asking for clarification, request for clarification, eliciting) and negative reaction (rejection, explained or unexplained objection, doubt, question involving doubt).
The analysis also identified a communication pattern that generalizes the course of the group discussion and factors influencing the quality of peer feedback related to the content structure of the problem (thematic, conceptual and competence layer).