Examining How Middle Grade Mathematics Students Seize Learning Opportunities through Conflict in Small Groups

Autor/in	Campbell, Tye
Titel	Examining How Middle Grade Mathematics Students Seize Learning Opportunities through Conflict in Small Groups
Quelle	In: Mathematical Thinking and Learning: An International Journal, 25 (2023) 2, S.208-231 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Campbell, Tye)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2021.1949529
Schlagwörter	Middle School Students; Mathematics Instruction; Teaching Methods; Peer Relationship; Cooperative Learning; Discourse Analysis; Conflict Resolution; Video Technology; Audio Equipment; Learning Processes; Small Group Instruction + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Kooperatives Lernen; Diskursanalyse; Conflict solving; Konfliktlösung; Konfliktregelung; Audio-CD; Learning process; Lernprozess
Abstract	Understanding how students develop learning opportunities through peer-to-peer interaction is vital for advancing research and practice on collaborative learning environments. This study investigated the discourse practices middle grade students utilized to resolve conflict in ways that promoted or inhibited learning opportunities. Seventy-seven middle grade students were audio/video recorded as they worked in groups of three on cognitively demanding mathematical tasks over three days. Analysis centered on the nature of learners' discourse practices within instances of small group conflict. The findings revealed 17 specific discourse practices which promote learning opportunities within conflict and six discourse practices which limit learning opportunities. Practitioners might leverage these findings by explicitly teaching and modeling the discourse practices which promote learning opportunities. Researchers might build upon the theoretical and methodological contributions of this study to examine promotive discourse practices under different constraints than were examined in the present analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01