Students' Agency, Creative Reasoning, and Collaboration in Mathematical Problem Solving

Autor/in	Hansen, Ellen Kristine Solbrekke
Titel	Students' Agency, Creative Reasoning, and Collaboration in Mathematical Problem Solving
Quelle	In: Mathematics Education Research Journal, 34 (2022) 4, S.813-834 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hansen, Ellen Kristine Solbrekke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-021-00365-y
Schlagwörter	Foreign Countries; Secondary School Students; Mathematical Logic; Cooperative Learning; Equations (Mathematics); Secondary School Mathematics; Learner Engagement; Personal Autonomy; Peer Relationship; Norway + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Mathematical logics; Mathematische Logik; Kooperatives Lernen; Equations; Mathematics; Gleichungslehre; Individuelle Autonomie; Peer-Beziehungen; Norwegen
Abstract	This paper aims to give detailed insights of interactional aspects of students' agency, reasoning, and collaboration, in their attempt to solve a linear function problem together. Four student pairs from a Norwegian upper secondary school suggested and explained ideas, tested it out, and evaluated their solution methods. The student-student interactions were studied by characterizing students' individual mathematical reasoning, collaborative processes, and exercised agency. In the analysis, two interaction patterns emerged from the roles in how a student engaged or refrained from engaging in the collaborative work. Students' engagement reveals aspects of how collaborative processes and mathematical reasoning co-exist with their agencies, through two ways of interacting: bi-directional interaction and one-directional interaction. Four student pairs illuminate how different roles in their collaboration are connected to shared agency or individual agency for merging knowledge together in shared understanding. In one-directional interactions, students engaged with different agencies as a primary agent, leading the conversation, making suggestions and explanations sometimes anchored in mathematical properties, or, as a secondary agent, listening and attempting to understand ideas are expressed by a peer. A secondary agent rarely reasoned mathematically. Both students attempted to collaborate, but rarely or never disagreed. The interactional pattern in bi-directional interactions highlights a mutual attempt to collaborate where both students were the driving forces of the problem-solving process. Students acted with similar roles where both were exercising a shared agency, building the final argument together by suggesting, accepting, listening, and negotiating mathematical properties. A critical variable for such a successful interaction was the collaborative process of repairing their shared understanding and reasoning anchored in mathematical properties of linear functions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01