ERIC Number: ED396815
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
Collaborative Sense-Making in Symmetrical Peer Dyads.
This report describes a study which examined the ways in which children interact and make sense of a range of mathematics problems by working in pairs. Studies of collaborative peer dyads' problem solving have generally been influenced by Piagetian or Vygotskian theories and research approaches. It is noted that the process of dyad collaboration and its supposed benefits requires further examination with children on a range of problems to more precisely understand how dyads may construct meaning and how the collaborative process may influence this. This study had the following three purposes: (1) to provide novel and fresh slants on collaborative peer dyad; (2) to understand what lies behind children's problem redefinition in collaborative peer dyads; and (3) to provide intricate details of the phenomenon of collaboration, problem redefinition and the effects of the problem type on these. The subjects in this study were eight children from two elementary schools in Waikato region of New Zealand. The results indicated that collaboration increased for all dyads over time, and some problems appeared to engender more collaboration than others. The paper concludes with a series of questions raised by this study and provides suggestions for further studies. Contains 37 references. (MOK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Dyads; New Zealand; Piaget (Jean); Vygotsky (Lev S)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).