Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning
This paper confronts the myth that all off-task interactions in mathematics classrooms is detrimental to learning. To do so, this paper first explores links between participation, learning, and identity in mathematics education research that points to the importance of positional resources. Position...
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Format: | Article |
Language: | English |
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MDPI AG
2018-06-01
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Series: | Education Sciences |
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Online Access: | http://www.mdpi.com/2227-7102/8/2/87 |
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author | Jennifer M. Langer-Osuna |
author_facet | Jennifer M. Langer-Osuna |
author_sort | Jennifer M. Langer-Osuna |
collection | DOAJ |
description | This paper confronts the myth that all off-task interactions in mathematics classrooms is detrimental to learning. To do so, this paper first explores links between participation, learning, and identity in mathematics education research that points to the importance of positional resources. Positional resources are related to identity processes and carry central functions that regulate learning and doing mathematics together. The paper then frames off-task behavior as an important positional resource in collaborative mathematics learning environments. With these ideas in mind, the paper then closes with new questions for research. |
first_indexed | 2024-04-13T07:23:21Z |
format | Article |
id | doaj.art-4599b5a7f86c44199e9ae127a7735ff8 |
institution | Directory Open Access Journal |
issn | 2227-7102 |
language | English |
last_indexed | 2024-04-13T07:23:21Z |
publishDate | 2018-06-01 |
publisher | MDPI AG |
record_format | Article |
series | Education Sciences |
spelling | doaj.art-4599b5a7f86c44199e9ae127a7735ff82022-12-22T02:56:33ZengMDPI AGEducation Sciences2227-71022018-06-01828710.3390/educsci8020087educsci8020087Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics LearningJennifer M. Langer-Osuna0Graduate School of Education, Stanford University, 450 Serra Mall, Stanford, CA 94305, USAThis paper confronts the myth that all off-task interactions in mathematics classrooms is detrimental to learning. To do so, this paper first explores links between participation, learning, and identity in mathematics education research that points to the importance of positional resources. Positional resources are related to identity processes and carry central functions that regulate learning and doing mathematics together. The paper then frames off-task behavior as an important positional resource in collaborative mathematics learning environments. With these ideas in mind, the paper then closes with new questions for research.http://www.mdpi.com/2227-7102/8/2/87collaborationmathematicsidentityoff-task interactions |
spellingShingle | Jennifer M. Langer-Osuna Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning Education Sciences collaboration mathematics identity off-task interactions |
title | Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning |
title_full | Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning |
title_fullStr | Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning |
title_full_unstemmed | Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning |
title_short | Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning |
title_sort | productive disruptions rethinking the role of off task interactions in collaborative mathematics learning |
topic | collaboration mathematics identity off-task interactions |
url | http://www.mdpi.com/2227-7102/8/2/87 |
work_keys_str_mv | AT jennifermlangerosuna productivedisruptionsrethinkingtheroleofofftaskinteractionsincollaborativemathematicslearning |