Learning mathematics collaboratively: learning the skills

Edwards, Julie-Ann (2002) Learning mathematics collaboratively: learning the skills Psychology of Mathematics Education, 26, (2), pp. 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
ePrint ID: 11260
Date :
Date Event
Date Deposited: 22 Nov 2004
Last Modified: 16 Apr 2017 23:54
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/11260

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