Using a cooperative learning framework in a quantitative reasoning
laboratory course, students were assigned to static teams of four in which they
adopted roles that rotated regularly. The roles included: team leader, protocol
manager, data recorder, and researcher. Using a mixed-methods approach, we
investigated students' perceptions of the team roles and specifically
addressed students' understanding of the roles, students'
beliefs in their ability to enact the roles, and whether working with assigned
team roles supported the teams to work effectively and cohesively. Although
students expressed confidence in their understanding of the team roles, their
understanding differed from the initial descriptions. This suggests that
students' understanding of team roles may be influenced by a variety of
factors, including their experiences within their teams. Students also reported
that some roles appeared to lack a purpose, implying that for roles to be
successful, they must have a clear purpose. Finally, the fact that many students
reported ignoring the team roles suggests that students do not perceive roles as
a requirement for team productivity and cohesion. On the basis of these
findings, we provide recommendations for instructors wishing to establish a
classroom group laboratory environment.