Relational Equity and Mathematics Learning: Mutual Construction During Collaborative Problem Solving
We present an emerging interdisciplinary approach to the study of mathematics learning, which brings together strands from psychology and mathematics education. Our aim was to examine how students navigate the cognitive and social aspects of peer collaboration as they generate and adopt new strategi...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
PsychOpen GOLD/ Leibniz Insitute for Psychology
2018-06-01
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| Series: | Journal of Numerical Cognition |
| Subjects: | |
| Online Access: | http://jnc.psychopen.eu/article/view/91 |
| _version_ | 1797968187775516672 |
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| author | José F. Gutiérrez Sarah A. Brown Martha W. Alibali |
| author_facet | José F. Gutiérrez Sarah A. Brown Martha W. Alibali |
| author_sort | José F. Gutiérrez |
| collection | DOAJ |
| description | We present an emerging interdisciplinary approach to the study of mathematics learning, which brings together strands from psychology and mathematics education. Our aim was to examine how students navigate the cognitive and social aspects of peer collaboration as they generate and adopt new strategies. We analyzed video data from a laboratory study involving pairs of elementary students working collaboratively to solve mathematical equivalence problems (e.g., 8 + 5 + 4 = 4 + ___). We adopted a qualitative micro-analytic approach that focused on multimodal action (i.e., verbal utterance, gesture, inscription production, body positioning, and eye gaze) to examine three cases. These cases illustrate the complex ways that students interacted in this particular context and, in some instances, attempted to teach one another. Our findings show how “relational equity” (Boaler, 2008) and mathematics knowledge were co-constructed differently in each case. We argue that a micro-analytic approach, complemented by a blending of theory from these two fields, reveals hidden aspects of the interaction that may help explain, for example, why some students generate or adopt correct strategies and others do not. As such, this interdisciplinary approach offers a rich account of the learning processes that occur in peer collaboration. |
| first_indexed | 2024-04-11T02:42:58Z |
| format | Article |
| id | doaj.art-1c81319ac0b64ddabecc40a4b3b5efa8 |
| institution | Directory Open Access Journal |
| issn | 2363-8761 |
| language | English |
| last_indexed | 2024-04-11T02:42:58Z |
| publishDate | 2018-06-01 |
| publisher | PsychOpen GOLD/ Leibniz Insitute for Psychology |
| record_format | Article |
| series | Journal of Numerical Cognition |
| spelling | doaj.art-1c81319ac0b64ddabecc40a4b3b5efa82023-01-02T18:33:19ZengPsychOpen GOLD/ Leibniz Insitute for PsychologyJournal of Numerical Cognition2363-87612018-06-014115918710.5964/jnc.v4i1.91jnc.v4i1.91Relational Equity and Mathematics Learning: Mutual Construction During Collaborative Problem SolvingJosé F. Gutiérrez0Sarah A. Brown1Martha W. Alibali2Wisconsin Center for Education Research, University of Wisconsin, Madison, WI, USADepartment of Psychology, University of Wisconsin, Madison, WI, USADepartment of Psychology, University of Wisconsin, Madison, WI, USAWe present an emerging interdisciplinary approach to the study of mathematics learning, which brings together strands from psychology and mathematics education. Our aim was to examine how students navigate the cognitive and social aspects of peer collaboration as they generate and adopt new strategies. We analyzed video data from a laboratory study involving pairs of elementary students working collaboratively to solve mathematical equivalence problems (e.g., 8 + 5 + 4 = 4 + ___). We adopted a qualitative micro-analytic approach that focused on multimodal action (i.e., verbal utterance, gesture, inscription production, body positioning, and eye gaze) to examine three cases. These cases illustrate the complex ways that students interacted in this particular context and, in some instances, attempted to teach one another. Our findings show how “relational equity” (Boaler, 2008) and mathematics knowledge were co-constructed differently in each case. We argue that a micro-analytic approach, complemented by a blending of theory from these two fields, reveals hidden aspects of the interaction that may help explain, for example, why some students generate or adopt correct strategies and others do not. As such, this interdisciplinary approach offers a rich account of the learning processes that occur in peer collaboration.http://jnc.psychopen.eu/article/view/91cognitionmathematics learningmathematical equivalenceequal signrelational equityinteraction analysis |
| spellingShingle | José F. Gutiérrez Sarah A. Brown Martha W. Alibali Relational Equity and Mathematics Learning: Mutual Construction During Collaborative Problem Solving Journal of Numerical Cognition cognition mathematics learning mathematical equivalence equal sign relational equity interaction analysis |
| title | Relational Equity and Mathematics Learning: Mutual Construction During Collaborative Problem Solving |
| title_full | Relational Equity and Mathematics Learning: Mutual Construction During Collaborative Problem Solving |
| title_fullStr | Relational Equity and Mathematics Learning: Mutual Construction During Collaborative Problem Solving |
| title_full_unstemmed | Relational Equity and Mathematics Learning: Mutual Construction During Collaborative Problem Solving |
| title_short | Relational Equity and Mathematics Learning: Mutual Construction During Collaborative Problem Solving |
| title_sort | relational equity and mathematics learning mutual construction during collaborative problem solving |
| topic | cognition mathematics learning mathematical equivalence equal sign relational equity interaction analysis |
| url | http://jnc.psychopen.eu/article/view/91 |
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