ERIC Number: EJ864725
Record Type: Journal
Publication Date: 2009
Pages: 38
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1050-8406
EISSN: N/A
Mathematics Learning in Groups: Analyzing Equity in Two Cooperative Activity Structures
Esmonde, Indigo
Journal of the Learning Sciences, v18 n2 p247-284 2009
Many mathematics classrooms use cooperative learning to support equitable learning environments for all students. Past research in the field has focused primarily on increasing achievement rather than on contexts that support equitable interactions. This year-long study in 3 secondary mathematics classes compares 2 activity structures--a group quiz and a presentation--by examining group interaction within the 2 activities. The analysis shows that groups constructed a range of work practices, including a practice focused on collaboration, one focused on individual work, and one focused on "helping." In addition, students adopted a variety of positions, including expert, novice, in-between, and facilitator. In this data corpus, experts tended to dominate interactions during group quizzes, whereas presentation preparations were more equitable, particularly when a student was positioned as a facilitator. Based on the analysis, suggestions are provided for structuring more equitable mathematics group work. (Contains 3 figures, 3 footnotes, and 3 excerpts.)
Descriptors: Group Activities, Cooperative Learning, Tests, Group Dynamics, Mathematics Instruction, Teaching Methods, Secondary School Mathematics, Learning Activities, Comparative Analysis, Interaction, Student Role, High School Students, Helping Relationship, Urban Schools, High Schools
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A