Friendship groups: equal discourse status and equal task-specific expertise
Psychology of Mathematics Education, 35, (2), .
Full text not available from this repository.
This explanatory study examines the role of student talk in maintaining a ‘shared conceptual space’ amongst groups of friends learning mathematics in a setting which utilises learning activities which actively encourage student collaboration towards a defined goal. Achievement beyond expected norms in external examinations offers evidence of individual learning, while data from transcripts of peer group talk amongst these friends learning mathematics offers evidence to support both the definitions of ‘shared cognition’ above. The co-construction of ‘threads of thought’ and high levels of ‘talking aloud’, which appear to closely interweave thinking between group members, suggest “building and maintaining a shared conception of a problem”. The use of everyday language, particular to friends, within each group contributes to a model in which there is shared understanding of thought and knowledge.
Actions (login required)