Group Work In Mathematics Research Articles

Analyzing elementary students’ access to cognitive-oriented positions in mathematics

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.

Exploring the negotiation processes when developing a mathematical model to solve a Fermi problem in groups

Previous research has highlighted the importance of social relationships in mathematical group work while working on modelling activities. This study analyses the interaction of sixth-grade students in Primary Education (11 to 12 years old) carrying out a modelling task in groups with a Fermi problem used as the modelling activity. The focus of the study was to explore how students develop a mathematical model to solve a Fermi problem in groups. The data collected mainly came from the group discussions, although the students’ productions were also considered. The results show that a variety of factors can influence group work and that model development is based on one student introducing an initial model and then, through social interaction with the other group members, the model is improved to develop a solid strategy that may be useful for solving the problem at hand.

An examination of discourse analytic methods in the context of mathematical group work

In recent decades, mathematics education scholarship has promoted a shift from traditional teaching and learning approaches to novel approaches that privilege peer-to-peer collaboration. To mobilize researchers towards advancing scholarship on collaborative learning, scholars need to understand the methodologies available to them for examining group work. In this study, I synthesize and critically examine discourse analytic methodologies for analyzing group work in mathematics. Using a systematic review methodology, an initial 576 articles were considered, and 31 articles met the inclusion criteria for analysis. Articles were separated according to their research foci and methodologies were synthesized and critically evaluated. The review provides researchers with methodological options for analyzing group discourse in mathematics.

\u201cI am part of the group, the others listen to me\u201d: theorising productive listening in mathematical group work

Although group work is considered beneficial for problem solving, the listening that is needed for jointly solving mathematical problems is under-researched. In this article, the usefulness of two communication frameworks for understanding students’ listening is examined, using data from an educational design research study in an upper secondary mathematics classroom in Sweden. From the analysis, it was apparent that these frameworks did not provide sufficient information about the complexity of listening in this context. Consequently, a new framework, “productive listening,” is described which focuses on observable features connected to students’ ability to show willingness to listen and to request listening from others. This framework included the purpose for listening, connected to problem-solving stages, and social aspects to do with respecting the speaker’s contribution as being valuable and feeling that one’s own contribution would be listened to. These two aspects are linked to socio-mathematical norms about expecting to listen to others’ mathematical thinking and to ask clarifying questions about this thinking. By using this framework on the data from the earlier study, it was possible to better understand the complexity of listening in group work about mathematical problem solving.

Student-Generated Examples and Group Work in Mathematics

An assignment from Higher Education is presented within this paper as a case study of students generating their own examples whilst working in groups. The student perspective was gained through a questionnaire at the end of the assignment with each cohort over a three year period, which was completed by 123 students in total. The students provided insight on creating their own examples, as well as the group work aspect of the assignment. In particular, students indicated what they believe to be the most beneficial assessment approaches. Elements of learning, understanding and motivation are explored, and the student perspective is compared with the literature.

Student or Teacher? A Look at How Students Facilitate Public Sensemaking During Collaborative Groupwork

As institutions strive to improve teaching and learning for all, educators must consider equitable instruction. In particular, equitable distributions of authority and agency among students. The authors define distribution of authority as shared opportunities for decision-making in enacting mathematical tasks, and agency as the power to carry out these self-made decisions. Equitable distributions of authority and agency can be enhanced in mathematics public sensemaking classrooms where students participate in discourse as active members of the classroom. In public sensemaking classrooms, students understand and acknowledge one another's ideas, present and revise arguments, and take risks by sharing ideas. This study investigates one group of students and how they positioned one another during mathematical groupwork in a public sensemaking classroom, as well as how the positioning impacted the distribution of agency and authority. Analyses indicate that one student replicates the role of teacher by redistributing authority and agency back to other students. The findings intend to inform classroom teachers of the positioning patterns that may occur during groupwork, and the effectiveness of public sensemaking classrooms on distributing authority and agency equitably during groupwork.

Collaborative group work in mathematics in the UK and Japan: use of group thinking measure tests

ABSTRACT This paper reports on a study of collaborative group work in mathematics. Although collaborative group work is known as one of the important approaches in education, it is still uncertain how group thinking can be measured in various learning contexts. We used the Group Thinking Measure (GTM) test developed by [Wegerif, R., T. Fujita, J. Doney, J. Perez Linares, A. Richards, and C. van Rhyn. 2017. “Developing and Trialing a Measure of Group Thinking.” Learning and Instruction 48: 40–50.] alongside mathematics tests to measure group thinking and group mathematical thinking. Our participants from Japan (134 pupils, 10–12 year old) and the UK (30 pupils, 11–12 year old) schools undertook the GTM individually and then in a group of three (triad), following which, the same group also solved sets of mathematics problems. From the quantitative results we found that examining whether a group is a Value Added Group or not in their GTM scores is a useful way to identify more mathematically effective groups. From a qualitative analysis of video data of pupils’ group work, we also found that successful problem solving might be due to the use of certain strategies. In conclusion, we consider that GTM can be used to indicate which groups are effective in subject areas such as mathematics.

Does a child’s mathematical language improve when they engage in cooperative group work in mathematics?

ABSTRACT This paper investigates the impact of social interactions on mathematical language development in children during cooperative learning in a fourth grade mathematics classroom in Ireland. An experimental group completed mathematics activities in cooperative groups, while the control group completed these tasks individually. Participants from both the experimental and control groups were interviewed pre and post intervention. Following intervention, both groups used more specific language and employed a greater quantity and variety of mathematical language. The experimental group had greater ability to express evaluations of their own mathematical practice following intervention. Peer interactions in cooperative groups can assist a learner’s development of specific mathematical language.

Групповая работа на уроках математики как форма развития коммуникативной компетенции у младших школьников

Групповая работа на уроках математики как форма развития коммуникативной компетенции у младших школьников

Investigating the Effectiveness of Group Work in Mathematics

Group work permits students to develop a range of critical thinking, analytical and communication skills; effective team work; appreciation and respect for other views, techniques and problem-solving methods, all of which promote active learning and enhance student learning. This paper presents an evaluation of employing the didactic and pedagogical customs of group work in mathematics with the aim of improving student performance as well as exploring students’ perceptions of working in groups. The evaluation of group work was carried out during tutorial time with first year civil engineering students undertaking a mathematics module in their second semester. The aim was to investigate whether group work learning can help students gain a deeper understanding of the module content, develop improved critical and analytical thinking skills and see if this method of pedagogy can produce higher performance levels. The group work sessions were conducted over four weeks whilst studying the topic of integration. Evaluation surveys were collected at the end of the intervention along with an investigation into the examination results from the end of semester examinations. In order to derive plausible and reasonable conclusions, these examination results were compared with an analogous cohort of first year mathematics students, also studying integration in their engineering-based degree. The investigation into the effectiveness of group work showed interesting and encouraging positive outcomes, supported by a combination of qualitative and quantitative analysis.

The importance of group work in mathematics

In recent years, mathematics education is becoming more and more important as well as the increasing studies in this area. These studies show that it is not only sufficient to know mathematics but also it is essential to have competent educators whom are able to apply what they know and give mathematical thinking ability. In this study, we emphasise on learning in group work that is one of the integrated approaches of learning theories. Group work shows that students can improve their critical thinking and problem solving skills; furthermore, their way of expressing themselves becomes better. This method helps students learn interactively and efficiently.

Group work in mathematics: a survey of students' experiences and attitudes

This study investigates students' experiences of group work, in mathematics, at both school and university, along with their current attitudes towards group work. Three groups of students from different universities were involved, and data was gathered using a questionnaire and semi-structured interviews. Results revealed some significant differences between the universities in the students' experiences of, and attitudes towards, group work. Overall their attitudes were positive, but mainly utilitarian, and the most common form of group work they experienced was of an informal nature. No difference was found between the three cohorts in their school experience of group work.