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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/32369

Title: Mathematics Learning in Groups: Analyzing Equity in Two Cooperative Activity Structures
Authors: Esmonde, Indigo
Keywords: cooperative learning
mathematics instruction
secondary school mathematics
interaction analysis
Issue Date: Apr-2009
Publisher: Taylor & Francis (Routledge)
Citation: Esmonde, I. (2009). Mathematics learning in groups: Analyzing equity in two cooperative activity structures. Journal of the Learning Sciences, 18 (2), 247-284. doi:10.1080/10508400902797958
Abstract: Many mathematics classrooms use cooperative learning to support equitable learning environments for all students. Past research in the field has focused primarily on increasing achievement rather than on contexts that support equitable interactions. This year-long study in 3 secondary mathematics classes compares 2 activity structures—a group quiz and a presentation—by examining group interaction within the 2 activities. The analysis shows that groups constructed a range of work practices, including a practice focused on collaboration, one focused on individual work, and one focused on “helping.” In addition, students adopted a variety of positions, including expert, novice, in-between, and facilitator. In this data corpus, experts tended to dominate interactions during group quizzes, whereas presentation preparations were more equitable, particularly when a student was positioned as a facilitator. Based on the analysis, suggestions are provided for structuring more equitable mathematics group work.
URI: http://simplelink.library.utoronto.ca/url.cfm/225329
http://hdl.handle.net/1807/32369
ISSN: 1050-8406 (Print)
1532-7809 (Online)
Appears in Collections:Faculty (CTL)

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