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Task influences on students' collaboration in mathematic teaching
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.ORCID-id: 0000-0003-1391-3346
2014 (engelsk)Inngår i: Anadolu Journal of Educational Sciences International, ISSN 2146-4014, Vol. 4, nr 1, s. 35-46Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this article was to investigate students’ experience of a given mathematical problem and the types of group interaction and communication that occur when students experience a task as (a) too difficult, (b) reasonable difficult or (c) too simple. Collaborative work with mathematical problems is a commonly used teaching method but one of the difficulties for teachers is to observe the learning processes of children who are working collaboratively. Earlier research has demonstrated that the task has an influence on the group processes and the group members’ interaction. In this study we were interested in how tasks with different degree of difficulty influenced the students’ when they work in a group with mathematical problem solving tasks. Four group work sessions were documented with a video camera and we found that students’ different ways of experience a mathematical task affect the interactions processes, quality talk and certain social modes of thinking. The results show that teachers’ settings of the problem and how the students manage the interaction processes in the group were important to what competencies students were exposed to and what they thereby were able to learn.

sted, utgiver, år, opplag, sider
2014. Vol. 4, nr 1, s. 35-46
Emneord [en]
communication, group interaction, group work, mathematical compencies, task
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-104797OAI: oai:DiVA.org:liu-104797DiVA, id: diva2:699162
Tilgjengelig fra: 2014-02-26 Laget: 2014-02-26 Sist oppdatert: 2017-12-05bibliografisk kontrollert

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Samuelsson, JoakimForslund Frykedal, Karin

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