ABSTRACT

Background

Groupwork is a desirable activity in mathematics classrooms for the opportunity it creates for collaborative reasoning and interdependence. Correlations between group-level processes and outcomes have helped characterize the features of more successful groups, but group-level constructs can obscure how students negotiate ideas. This study investigated how students’ interactions, and the written work they produced, reflected their negotiations of authority and mathematics content during groupwork.

Methods

I used techniques from systemic functional linguistics to analyze transcripts from groups of 7^th-grade students during work on an open-ended mathematics task, to document connections between groups’ interpersonal processes and their mathematical products.

Findings

Two groups who produced similar products did so through different processes. In one group students’ written work reflected consensus, evidenced by students’ verbal contributions. In the other group, the written product reflected two distinct lines of reasoning that were both verbalized but never integrated in conversation.

Contribution

While previous studies have documented differences in interactional patterns between more and, respectively, less successful groups, this study extends that line of research by describing differences between similarly successful groups. The use of SFL helps explain the path from group-level patterns and group outputs through individual students’ participation.

中文翻译：

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正确答案揭示了什么？七年级数学小组合作中学生互动的人际关系和数学方面

摘要

背景

小组合作是数学课堂上一项理想的活动，因为它为协作推理和相互依赖创造了机会。小组层面的过程和结果之间的相关性有助于表征更成功的小组的特征，但小组层面的结构可能会掩盖学生如何协商想法。本研究调查了学生的互动以及他们完成的书面作业如何反映他们在小组合作中对权威和数学内容的协商。

方法

我使用系统功能语言学的技术来分析 7 年级学生小组在一项开放式数学任务中的成绩单^，以记录小组的人际交往过程与他们的数学产品之间的联系。

发现

生产相似产品的两个小组通过不同的过程进行生产。在一组学生的书面作业中反映了共识，学生的口头贡献证明了这一点。在另一组中，书面产品反映了两条截然不同的推理路线，它们都被口头表达但从未整合到对话中。

贡献

虽然之前的研究已经分别记录了更多成功群体和不太成功群体之间的互动模式差异，但本研究通过描述相似成功群体之间的差异扩展了这一研究方向。SFL 的使用有助于通过个别学生的参与来解释从小组层面的模式和小组输出的路径。