Learning mathematics collaboratively: learning the skills
Learning mathematics collaboratively: learning the skills
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.
pedagogy, curriculum, learning, mathematics, small group, discussion, collaborative, collaboration, groupwork, skills, peer talk, talk
313-320
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
2002
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
Edwards, Julie-Ann
(2002)
Learning mathematics collaboratively: learning the skills.
Psychology of Mathematics Education, 26 (2), .
Abstract
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.
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Edwards_PME26_2002.pdf
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Published date: 2002
Keywords:
pedagogy, curriculum, learning, mathematics, small group, discussion, collaborative, collaboration, groupwork, skills, peer talk, talk
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Local EPrints ID: 11260
URI: http://eprints.soton.ac.uk/id/eprint/11260
ISSN: 0771-100X
PURE UUID: d29627f9-a2e2-424a-ace2-3d0e015c3b5e
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Date deposited: 22 Nov 2004
Last modified: 15 Mar 2024 05:03
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Author:
Julie-Ann Edwards
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