Student Noticing of Collaborative Practices: Exploring How College Students Notice during Small Group Interactions in Math

Autor/inn/en	Campbell, Tye G.; Yeo, Sheunghyun
Titel	Student Noticing of Collaborative Practices: Exploring How College Students Notice during Small Group Interactions in Math
Quelle	In: Educational Studies in Mathematics, 113 (2023) 3, S.405-423 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Campbell, Tye G.) ORCID (Yeo, Sheunghyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-023-10206-3
Schlagwörter	Teaching Methods; Mathematics Instruction; College Students; Group Dynamics; Cooperative Learning; Attention; Student Attitudes; Small Group Instruction + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Collegestudent; Gruppendynamik; Kooperatives Lernen; Aufmerksamkeit; Schülerverhalten
Abstract	Over the last three decades, educational researchers and policymakers have increasingly promoted instructional strategies that centralize group work in mathematics. One difficulty teachers face in implementing group-based instruction in mathematics involves facilitating meaningful group interaction amongst students. In this paper, we explore student noticing as a novel strategy for supporting college students to collaborate effectively during group work in mathematics. First, we construct a noticing framework named "student noticing of collaborative practices" which provides a lens for "seeing" how students notice their collaborative practices. Then, we use the framework to explore how 25 college students noticed their collaborative practices in mathematics. After working on a novel mathematics task in groups, the college students listened to audiorecordings of their group interactions and responded to reflection questions about the effectiveness of their collaboration. We identified themes regarding how and what students noticed related to their collaborative practices. The findings reveal that students attended to many aspects of their collaboration, including their talking turns and propensity to listen to others. Students demonstrated a desire to change their collaborative practices in the future. The findings imply that teachers and researchers might leverage student noticing as a tool for improvement in mathematics group-based classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01