Abstract
The effectiveness of group problem-solving in mathematics depends on the extent to which meaningful participation is distributed across all group members. One way to explore how participation is distributed within groups is by examining how students are positioned within group interactions. In this study, we explore the social instructional factors that cause elementary students to move in and out of positions that support cognitive engagement during collaborative problem-solving in mathematics. Using a case study analysis of three elementary students working in a group, we found five social instructional factors that caused students to move in and out of cognitive-oriented positions during group work in mathematics: (1) building an ally through common language, (2) physical access to the chalkboard and resources, (3) tone of voice, (4) teacher intervention, and (5) contestation from peers. The findings promote implications for effectively facilitating group work in mathematics.
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