Complex instruction: Equity in cooperative learning classrooms

Cohen, Ellis N.; Lotan, Rachel A.; Scarloss, Beth A.; Arellano, Adele

doi:10.1080/00405849909543836

Cited by 164 publications

(140 citation statements)

References 2 publications

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“…In an impressive number of studies, including but not limited to IDEAS AND IDENTITIES 29 mathematics classrooms, it has been shown that high status students tend to dominate classroom discussions, and ultimately learn more through their group interactions (see, e.g., Bianchini, 1997Bianchini, , 1999Cohen & Lotan, 1997;Cohen, Lotan, Scarloss, & Arellano, 1999;Lotan, 2003;Perrenet & Terwel, 1997).…”

Section: Ideas and Identities 26mentioning

confidence: 99%

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Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

173

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This review considers research related to mathematics education and cooperative learning, and discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. I define equity in this context as the fair distribution of opportunities to learn, and argue that identity-related processes are just as central to mathematical development as content learning. I consider the link between classroom social ecologies, the interactions and positional identities that these social ecologies make available, and student learning. I close by considering unresolved questions in the field and proposing directions for future research.

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Section: Ideas and Identities 26mentioning

confidence: 99%

“…By contrast, in mathematics as in other subject areas, many have argued that students are best served by solving more ill-structured or complex tasks (Cohen, 1994;Cohen & Lotan, 1997;Cohen, Lotan, Scarloss, & Arellano, 1999;Damon, 1984).…”

Section: Ideas and Identities 40mentioning

confidence: 99%

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

173

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“…The requirement for collaborative input was considered carefully for each problem. Previous research has identified differential effects that the problem type might have on collaboration, suggesting that when students think there is only one solution they are more likely to work individually (Cohen, Lotan, Abram, Scarloss, & Schultz, 2002;Cohen, Lotan, Scarloss & Arellano 1999). Each problem therefore consisted of several different components which had to be brought together in order to find suitable solution.…”

Section: The Mathematical Problemsmentioning

confidence: 99%

Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean bycollaborativemetacognition?

Smith

Mancy

2018

Research in Mathematics Education

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The purpose of this study was to enhance our understanding of the relationship between collaborative talk and metacognitive talk during group mathematical problem-solving. Research suggests that collaborative talk may mediate the use of metacognitive talk, which in turn is associated with improved learning outcomes. However, our understanding of the role of group work on the individual use of metacognition during problem-solving has been limited because research has focused on either the individual or the group as a collective. Here, primary students (aged nine to 10) were video-recorded in a naturalistic classroom setting during group mathematical problem-solving sessions. Student talk was coded for metacognitive, cognitive and social content, and also for collaborative content. Compared with cognitive talk, we found that metacognitive talk was more likely to meet the criteria to be considered collaborative, with a higher probability of being both preceded by and followed by collaborative talk. Our results suggest that collaborative metacognition arises from combined individual and group processes.ARTICLE HISTORY

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“…Both Boaler and Burton recognize the importance of the social context within which learning occurs. The pedagogy employed at Railside was strongly influenced by Complex Instruction (Cohen & Latan, 1997;Cohen, Latan, Scarloss, & Arellano, 1999) in terms of organizing the learning environment. Burton draws more closely on the literature regarding communities of practice (Wenger, 1998) to theorize her position, and in doing so, sees that "knowledge and the knower are mutually constituted within these dialogic communities" (1999a, p.132).…”

Section: Coming To Understand "Working As a Mathematician"mentioning

confidence: 99%

Towards a Theory of Identity and Agency in Coming to Learn Mathematics

Grootenboer

Jorgensen

2009

EURASIA J MATH SCI T

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In writing this paper we draw considerably on the work of Jo Boaler and Leone Burton. Boaler's studies of classrooms have been particularly poignant in alerting the mathematics education community to a number of key features of successful classrooms, and how such features can turn around the successes for students who traditionally perform poorly in school mathematics. This is supplemented by the recent work of Leone Burton who worked extensively with research mathematicians in order to understand their communities and ways of working. Collectively these two seminal works provide valuable insights into potential ways to move the field of school mathematics forward. In times when there is international recognition of the plight of school mathematics, there is a need for new teaching practices that overcome the hiatus of contemporary school mathematics.

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Complex instruction: Equity in cooperative learning classrooms

Cited by 164 publications

References 2 publications

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean bycollaborativemetacognition?

Towards a Theory of Identity and Agency in Coming to Learn Mathematics

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