Mathematical reasoning in collaborative small groups : the role of peer talk in the secondary school classroom

Edwards, Julie-Ann (2003) Mathematical reasoning in collaborative small groups : the role of peer talk in the secondary school classroom. University of Southampton, Doctoral Thesis.

Abstract

This study focuses on the nature and occurrence of particular forms of discourse amongst peers in collaborative small groups in secondary mathematics classrooms.  The forms of talk studied are those which are thought to contribute to mathematical reasoning.  The use of pupil discourse in small group activities as a means of mathematics learning is described mainly as theoretical models.  There is little research linking the quality of mathematical thinking, represented by exploratory talk, and the use of small group structures in secondary mathematics classrooms.

Mercer (1995) describes ‘exploratory talk’ as the type of talk which contributes directly to learning taking place.  The aim of my study is to test the validity of Mercer’s model in the secondary mathematics classroom and to determine what forms of peer talk contribute to enhancing mathematical reasoning.  In contrast to existing research on small group work, which has usually taken a quasi-experimental approach, the methodology adopted for this study is naturalistic and ethnographic because this is the best way of providing evidence in practice for practitioner teachers.  The imperative is to demonstrate the theory in a real classroom situation.

The outcomes from my research indicate that Mercer’s model for small group talk, established in primary classrooms, is valid for secondary classrooms.  All three categories of talk are evident in secondary mathematics classrooms.  However, as a theoretical model for describing mathematical reasoning amongst secondary age students, Mercer’s model is limited.  This research raises two main issues in relation to this.  First, the model does not explain how shared (or distributed) cognition occurs, nor the extent to which the collaboration affects this.

Secondly, the study raises significant pedagogic questions related to improving the extent to which exploratory talk occurs in mathematics classrooms.  Published research suggests that effective small group work is best achieved in groups whose composition is changed frequently.  This study indicates that friendship groupings which work together over long periods of time, sometimes years, provide evidence of high levels of exploratory talk, both in quantity and quality.

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