Student participation in peer interaction : use of material resources as a key consideration in an open-ended problem-solving mathematics task
Moate, J., Kuntze, S., & Chan, M. C. E. (2021). Student participation in peer interaction : use of material resources as a key consideration in an open-ended problem-solving mathematics task. LUMAT, 9(1), 29-55. https://doi.org/10.31129/lumat.9.1.1470
© 2021 Josephine Moate, Sebastian Kuntze, Esther Chan
This study explores how students deal with material resources in their peer interaction when working in pairs in an open-ended problem-solving task. The productive use of material resources can be expected to support successful peer work. However, research into social phenomena in peer interaction is needed in order to identify and describe productive and less productive forms of dealing with material resources as students participate in open-ended problem-solving tasks. Consequently, this explorative study responds to this research need. Based on multimodal data, including video recordings, transcribed talk and the written contributions from four pairs of Year 7 students aged 12-13 years, the analysis focuses on different ways in which students deal with material resources while negotiating their participation as they respond to the task. The findings indicate that aspects of participation are a key factor for describing productive and less productive ways of dealing with material resources by the student pairs. Foregrounding aspects of participation for an increased awareness of potential obstacles to student-centred work is among this study’s contributions for classroom practice and theory development. ...
PublisherLUMA Centre Finland
Publication in research information system
MetadataShow full item record
Additional information about fundingThe Social Unit of Learning project was supported under the Australian Research Council's Discovery Projects funding scheme (Project number DP170102541).
Showing items with similar title or keywords.
Can noncomplementarity of agency lead to successful problem solving? A case study on students’ interpersonal behaviors in mathematical problem-solving collaboration Haataja, Eeva S.H.; Chan Man Ching, Esther; Salonen, Visajaani; Clarke, David J. (Elsevier BV, 2022)In student collaboration, purposeful peer interaction crucial for success on the task. Such collaboration requires adequate and purposeful student agency. Theoretically, the between-individual complementarity of agency ...
Mathematics Learning through Arts and Collaborative Problem-Solving : The Princess and the Diamond-Problem Hähkiöniemi, Markus; Fenyvesi, Kristof; Pöysä-Tarhonen, Johanna; Tarnanen, Mirja; Häkkinen, Päivi; Kauppinen, Merja; Martin, Anne; Nieminen, Pasi (Tessellations Publishing, 2016)In this paper, we examine a mathematics education course which focused on collaborative mathematical problem solving in art topics. The students of the course were Finnish primary school pre-service teachers. During ...
Measuring self‐regulated learning in a junior high school mathematics classroom : Combining aptitude and event measures in digital learning materials Zhidkikh, Denis; Saarela, Mirka; Kärkkäinen, Tommi (Wiley, 2023)Background Measurement of students' self-regulation skills is an active topic in education research, as effective assessment helps devising support interventions to foster academic achievement. Measures based on event ...
Threats to validity when using open-ended items in international achievement studies : Coding responses to the PISA 2012 problem-solving test in Finland Arffman, Inga (Routledge, 2016)Open-ended (OE) items are widely used to gather data on student performance in international achievement studies. However, several factors may threaten validity when using such items. This study examined Finnish coders’ ...
Lehesvuori, Sami; Hähkiöniemi, Markus; Ketonen, Laura; Lerkkanen, Marja-Kristiina; Pöysä, Sanni; Pakarinen, Eija (Elsevier Ltd., 2021)Research related to dialogic teaching has been gaining ground in recent decades. On a theoretical level, researchers have described how sociocultural approaches are linked to dialogic teaching. In addition, empirical studies ...