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...

Full description

Bibliographic Details
Main Author: Jennifer M. Langer-Osuna
Format: Article
Language:English
Published: MDPI AG 2018-06-01
Series:Education Sciences
Subjects:
Online Access:http://www.mdpi.com/2227-7102/8/2/87
_version_ 1811302177750122496
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