The role of the teacher in groupwork
The role of the teacher in groupwork
Working in groups in mathematics is the norm in primary schools, yet beyond Year 6 working in this way seems to be something of an event. There are many reasons for this, but clearly different skill sets are needed, by both teacher and learner if working in groups is to be effective. Teachers need to manage the process from task selection through to determining appropriate learning groups. Students will work collaboratively, discuss, support and challenge each other if the learning environment, generated by the teacher, is good. So, that is the what? sorted, now for the how? Here classroom events are described and contextualised, task selection, preparation, group structures, and the importance of listening are all discussed. Students learning from each other is a powerful strategy, but engineering the process is not a single strategy approach for the teacher.
Stephens, Chris
41fdc48d-c4f6-48c2-862d-e08b5572b75f
Hyde, Rosalyn
a8c0ae26-bcbf-4ce4-96cc-16fe07447f8e
July 2013
Stephens, Chris
41fdc48d-c4f6-48c2-862d-e08b5572b75f
Hyde, Rosalyn
a8c0ae26-bcbf-4ce4-96cc-16fe07447f8e
Stephens, Chris and Hyde, Rosalyn
(2013)
The role of the teacher in groupwork.
Mathematics Teaching, (235).
Abstract
Working in groups in mathematics is the norm in primary schools, yet beyond Year 6 working in this way seems to be something of an event. There are many reasons for this, but clearly different skill sets are needed, by both teacher and learner if working in groups is to be effective. Teachers need to manage the process from task selection through to determining appropriate learning groups. Students will work collaboratively, discuss, support and challenge each other if the learning environment, generated by the teacher, is good. So, that is the what? sorted, now for the how? Here classroom events are described and contextualised, task selection, preparation, group structures, and the importance of listening are all discussed. Students learning from each other is a powerful strategy, but engineering the process is not a single strategy approach for the teacher.
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Published date: July 2013
Organisations:
Mathematics, Science & Health Education
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Local EPrints ID: 358884
URI: http://eprints.soton.ac.uk/id/eprint/358884
ISSN: 0025-5785
PURE UUID: bacf9128-3bec-4d9e-834a-aea1452f3181
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Date deposited: 14 Oct 2013 15:12
Last modified: 11 Dec 2021 03:44
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Author:
Chris Stephens
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