When Learning Stumbles upon Identity and Affect: A Loaded Student-Student Collaboration in Linear Algebra

Autor/in	Kontorovich, Igor'
Titel	When Learning Stumbles upon Identity and Affect: A Loaded Student-Student Collaboration in Linear Algebra
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 8, S.1526-1540 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kontorovich, Igor')
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2023.2173102
Schlagwörter	Undergraduate Students; Cooperative Learning; Learning Processes; Computer Assisted Instruction; Mathematics Education; Correlation; Advanced Courses; Self Concept; Teaching Methods; Computer Assisted Testing; Barriers; Comparative Analysis; Foreign Countries; Problem Solving; New Zealand + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Learning process; Lernprozess; Computer based training; Computerunterstützter Unterricht; Mathematische Bildung; Korrelation; Fortgeschrittenenunterricht; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Problemlösen; Neuseeland
Abstract	In undergraduate mathematics education, students' collaborations have gained a reputation as a 'good' learning practice. A more complex image emerges once collaborations are construed as an arena where cognitive, social, and affective matters intertwine in ways that can fuel and impede learning. In this study, I take a close look at a twenty-minute-long interaction between two first-year students who engaged in a sequence of routine problems about dot products presented in a computer-based learning-support system. The commognitive analysis of the interaction revealed an asymmetrical structure: one student led the mathematizing, while his partner followed and invested considerable efforts to avoid making a mathematical contribution. The leader's attempts to switch positions and inquiry into the follower's recurrent refusals to mathematize entailed loaded exchanges that took a toll on both students in terms of identity and affect. I compare these findings to previous studies with school students to discuss possible sources of ineffective communication in situations where students are expected to learn through collaborations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01