Students’ Collaborative Problem Solving in Mathematics Classrooms An Empirical Study

• Main Author: Cao, Yiming
• Format: eBook
• Language: English
• Published: Singapore Springer Nature 2024; Springer Singapore Pte. Limited
• Edition: 1
• Series: Perspectives on Rethinking and Reforming Education
• Subjects: Book Industry Communication; Cognitive Interaction; Collaborative Learning; Collaborative Problem Solving; Education; Group Collaboration; Problem Solving; Social Interaction; Society & social sciences; Student Interaction; Student Participation; Teacher Guidance; Teacher Intervention; Teaching of a specific subject

This open access book provides key insights into the social fundamentals of learning and indications of social interactive modes conducive and restrictive of that learning in China. Combining theoretical and technical advances in an innovative research design, this book focuses on collaborative prob...

Table of Contents:

• 9.3.2 Differences in the Features of Collaborative Problem-Solving Noticed -- 9.4 Discussion -- 9.4.1 Preservice Teachers Attend to More Superficial Information -- 9.4.2 Preservice Teachers Are More Concerned with Students' Misbehaviors -- 9.4.3 Preservice Teachers Focus Little on the Teaching Goal of Group Collaboration -- 9.5 Conclusions and Implications -- References -- 10 Teacher Intervention in Collaborative Mathematics Problem Solving in Secondary School -- 10.1 Introduction -- 10.2 Literature Review -- 10.2.1 Definition of Teacher Intervention in CPS -- 10.2.2 Review and Analysis of Empirical Research on Teacher-Group Interaction in China's Mathematics Classrooms -- 10.2.3 Teacher Intervention During Collaboration -- 10.3 Current Study -- 10.3.1 Research Questions -- 10.3.2 Research Design -- 10.3.3 Participants -- 10.3.4 Data Analysis -- 10.4 Results -- 10.4.1 Results of Pair Collaborative Problem Solving -- 10.4.2 Results of Group Collaborative Problem Solving -- 10.4.3 Results of the Case Study -- 10.5 Discussion -- 10.5.1 Intervention Was Generally Effective, but Limited for Heterogeneous Groups -- 10.5.2 Differences in the Level of Control of the Intervention -- 10.5.3 Interventions Based on the Understanding of the Students and Emphasis the Equality -- 10.6 Suggestions -- References -- 11 Research on the Evaluation of Students' Collaborative Problem-Solving -- 11.1 Introduction -- 11.2 Research Method -- 11.2.1 Subject and Methodology -- 11.2.2 Scientific Justification of Evaluation Criteria -- 11.3 Study Results -- 11.3.1 Results of Quantitative Statistics and Qualitative Analysis of Students' Collaborative Discourse -- 11.3.2 Results of Discourse Analysis in Student Pair and Group CPS -- 11.3.3 Level of Students' CPS Skills -- 11.3.4 Description of Discourse Analysis Results -- 11.3.5 Results of the Qualitative Study Analysis
• 11.3.6 Quantitative Analysis Results -- 11.3.7 General Discussion -- 11.4 Conclusion and Implications -- 11.4.1 Discussion -- 11.4.2 Conclusion -- 11.4.3 Insights -- References -- Appendix -- Index
• 4 Research on Individual Authority and Group Authority Relations in Collaborative Problem Solving in Middle School Mathematics -- 4.1 Introduction -- 4.1.1 Conceptual Framework -- 4.2 Research Design -- 4.2.1 Data Sources -- 4.2.2 Data Analysis -- 4.2.3 Coding Scheme -- 4.3 Results -- 4.3.1 Individual Authority Study Results of the High- and Low-Scoring Groups -- 4.3.2 Group Collective Authority Study Results for the High- and Low-Scoring Groups -- 4.4 Conclusion -- 4.4.1 Analysis of Individual Authority in CPS in Middle School Mathematics -- 4.4.2 Analysis of Group Authority Relations in CPS in Middle School Mathematics -- Appendix 4.1: Scores Rating Scale for CPS in Mathematics Outcomes in Middle School -- References -- 5 The Development and Use of Opportunity to Learn (OTL) in the Collaborative Problem Solving: Evidence from Chinese Secondary Mathematics  Classroom -- 5.1 Introduction -- 5.2 Literature Review -- 5.3 Theoretical Framework and Method -- 5.3.1 Commognitive Approach to Study Mathematics Learning -- 5.3.2 Opportunity to Learn (OTL) -- 5.3.3 Sampling and Data Collection -- 5.3.4 Data Analysis -- 5.4 Results -- 5.4.1 Group 1 -- 5.4.2 Group 2 -- 5.5 Discussion -- 5.5.1 Type of Discourse -- 5.5.2 Type of Interactions -- 5.5.3 OTL and the Role of Student -- 5.5.4 A Summary of Factors that Influence the Development of OTL -- 5.6 Conclusion and Implications -- References -- 6 The Characteristics of Mathematical Communication in Secondary School Students' Collaborative Problem Solving -- 6.1 Introduction -- 6.2 Research Methods -- 6.2.1 Data Selection -- 6.2.2 Data Analysis -- 6.3 Study Results -- 6.3.1 Elements of Mathematical Communication in Secondary School Students' Collaborative Problems Solving -- 6.4 Discussion and Conclusion -- References -- 7 A Study of Conflict Discourse in Mathematical Collaborative Problem Solving
• 7.1 Research Background -- 7.1.1 Method -- 7.1.2 Data Collection -- 7.2 Results -- 7.2.1 Analysis of Conflict Discourse Types in Mathematical Collaborative Problem Solving -- 7.2.2 An Analysis of the Overall Structure of Conflict Discourse in the Problem Solving of Group Collaborative -- 7.2.3 The Overall Linguistic Features of Conflict Discourse in Collaborative Problem Solving -- 7.2.4 Analysis of Individual Factors that Affect Students' Collaborative Problem Resolution Conflict Discourse -- 7.3 Discussion and Findings -- 7.3.1 Discussion -- 7.3.2 Conclusion -- 7.4 Implication and Contribution -- 7.4.1 The Research's Implications for Social Interaction in Mathematical Collaborative Problem Solving -- 7.4.2 Implications for the Reasonable Establishment of Collaborative Groups -- 7.4.3 Implications for Setting Scientific Mathematical Tasks Themes -- 7.4.4 Implications of Teachers' Teaching Intervention in the Process of Collaborative Problem Solving -- 7.4.5 Implications of Students' Participation in Mathematics Collaborative Problem Solving -- References -- 8 Research on Student Interaction in Peer Collaborative Problem Solving in Mathematics -- 8.1 Introduction -- 8.2 Research Method -- 8.2.1 Participants -- 8.2.2 Encoding Frame -- 8.3 Results -- 8.3.1 Verbal Interaction -- 8.3.2 Task Set Location -- 8.4 Discussion -- 8.4.1 Discussion -- 8.5 Conclusions and Implications -- References -- 9 Differences Between Experienced and Preservice Teachers in Noticing Students' Collaborative Problem-Solving Processes -- 9.1 Introduction -- 9.1.1 Factors Influencing the Quality of Collaboration -- 9.1.2 Characteristics of Teachers' Noticing in Classroom Settings -- 9.2 Method -- 9.2.1 Data Collection -- 9.2.2 Data Analysis -- 9.3 Results -- 9.3.1 Differences in the Distribution of Visual Attention
• Intro -- Preface -- Contents -- 1 Research on Collaborative Problem Solving Teaching in a Secondary School Mathematics Classroom -- 1.1 Introduction -- 1.1.1 Research Background -- 1.1.2 Research Problem -- 1.2 Literature Review -- 1.3 Methodology -- 1.3.1 Methods -- 1.3.2 Research Design -- 1.3.3 Data Collection -- 1.3.4 Data Analysis -- 1.4 The Main Research Results -- 1.4.1 Construction of Design-Based Mathematical Collaborative Problem Solving Teaching Model -- 1.4.2 Cognitive and Social Interaction During Collaborative Problem Solving in Mathematics Classrooms -- 1.4.3 Teacher Noticing and Guidance During Collaborative Problem Solving -- References -- 2 Examining Junior High School Students' Collaborative Knowledge Building: Based on the Comparison of High- &amp -- Low-Performance Groups' Mathematical Problem-Solving -- 2.1 Introduction -- 2.2 Methodology -- 2.2.1 The Main Concepts -- 2.2.2 Research Design -- 2.2.3 Sample Learning Task -- 2.2.4 Research Participants -- 2.2.5 Research Method -- 2.2.6 Analytical Framework -- 2.2.7 Research Implementation and Data Processing -- 2.2.8 Description of Reliability and Validity -- 2.3 Results -- 2.3.1 General CKB Situation -- 2.3.2 Trajectory of CKB -- 2.3.3 Level of CKB -- 2.3.4 Team Interaction of CKB -- 2.4 Discussion -- 2.5 Conclusion -- References -- 3 How Did Students Solve Mathematics Tasks Collaboratively? An Investigation of Chinese Students' Participation in Groups -- 3.1 Introduction -- 3.2 Literature Review -- 3.2.1 Students' Negotiation Process in Groups -- 3.2.2 Research on Negotiation Discourse in Mathematics Classrooms -- 3.3 Materials and Methods -- 3.3.1 Data Source -- 3.3.2 Analytical Approach -- 3.3.3 Validity -- 3.4 Results -- 3.4.1 An Overview of a Negotiative Event Chain -- 3.4.2 Participation of Group Members in the Process of Task Completion -- 3.5 Summary -- References