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ERIC Number: EJ1018616
Record Type: Journal
Publication Date: 2013
Pages: 24
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1442-3901
Fostering Communication between Students Working Collaboratively: Results from a Practitioner Action Research Study
Quebec Fuentes, Sarah
Mathematics Teacher Education and Development, v15 n1 p48-71 2013
As a secondary mathematics teacher, I used practitioner action research to determine effective ways to intervene with students working in groups, with the goal of improving their communication. Utilising transcripts of group interactions and teacher interventions, field notes, and student feedback, I discovered ten different issues that prevent students from communicating effectively and developed ways in which I could intervene with the students, when these issues occurred, through questions or comments. Readers may identify with the issues presented in this article and be able to use the interventions to help improve discourse between their students working in groups.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A