Learning mathematics collaboratively: learning the skills

Edwards, Julie-Ann (2002) Learning mathematics collaboratively: learning the skills. Psychology of Mathematics Education, 26, (2), 313-320.


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The research in this study explores the learning of mathematics through collaborative activity in two pedagogically identical environments but with distinct and different skill-learning agendas. Evidence is provided through analysis of small group discussion in the naturalistic emancipatory and socioconstructivist setting of both classes. Audio tapes are used as evidence for both qualitative and quantitative analysis. Findings indicate that groups which explored mathematical problems collaboratively sought solutions which reflected the input of the whole group. A greater degree of ‘helping’ activity was exhibited amongst groups of students who were overtly taught collaborative skills. Results suggest that a co-constructed group environment is more conducive to learning mathematics than an imposed structure.

Item Type: Article
ISSNs: 0771-100X (print)
Keywords: pedagogy, curriculum, learning, mathematics, small group, discussion, collaborative, collaboration, groupwork, skills, peer talk, talk
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions : University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 11260
Accepted Date and Publication Date:
Date Deposited: 22 Nov 2004
Last Modified: 31 Mar 2016 11:23
URI: http://eprints.soton.ac.uk/id/eprint/11260

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