Small-Group Interactions as a Source of Learning Opportunities in Second-Grade Mathematics

Yackel, Erna; Cobb, Paul; Wood, Terry

doi:10.2307/749187

Cited by 243 publications

(167 citation statements)

References 6 publications

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“…It is important to consider context (or, the social ecology of classroom learning) because otherwise, there is a risk of blaming students who are disadvantaged by group work. The role of the teacher in structuring opportunities to learn during group work is critical (Yackel, Cobb, & Wood, 1991), and in this section I discuss how to structure mathematics cooperative learning to minimize inequity. There are several dimensions of classroom context that have been extensively studied.…”

Section: Context Mathematics Learning and Equitymentioning

confidence: 99%

“…Tasks that allow for multiple entry points, multiple strategies or solution paths, and even multiple correct answers, might allow all students in a cooperative group to engage with the mathematics, and to be able to participate in meaningful ways -explaining their thinking, asking specific questions, making connections between different strategies (Yackel, Cobb, & Wood, 1991).…”

Section: Ideas and Identities 40mentioning

confidence: 99%

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Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

162

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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: Context Mathematics Learning and Equitymentioning

confidence: 99%

Section: Ideas and Identities 40mentioning

confidence: 99%

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

162

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“…The potential of working in small groups is widely recognised (Webb, 1989;Yackel, Cobb and Wood, 1991;Pea, 1993;Van Boxtel, Van der Linden and Kanselaar, 1997;Van der Linden and Renshaw, 2004). There are, however, still questions about how to maximise benefits and how to prepare teachers to provide adequate tasks and help (Grugnetti and Jaquet, 1996).…”

Section: Introductionmentioning

confidence: 99%

Teacher Interventions Aimed at Mathematical Level Raising During Collaborative Learning

Dekker

Elshout-Mohr

2004

Educational Studies in Mathematics

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ABSTRACT. This article addresses the issue of helping students who work collaboratively on mathematical problems with the aim of raising the level of their mathematical understanding and competence. We investigated two kinds of teacher interventions aimed at helping students. The rationale of these interventions was based on a process model for interaction and mathematical level raising. One kind of interventions focused on the interaction between the students, the other -on the mathematical content of the tasks. The effects of the two kinds of interventions were investigated using a pre-test -posttest comparison of students' learning outcomes and analyzing the transcripts of students' verbal utterances and worksheets. Our analyses point to interventions focused on students' interactions as more effective in terms of students' learning outcomes. Theoretical and practical implications of the research are discussed.

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“…Teams that were given instruction on how to work together ended up working better together, were more willing to care for the needs of their teammates, made others feel more apart based on what they said, and offered more elaboration to their teammates (Gillies & Ashman, 1996;Jacques et al, 1998;Kramarski et al, 2002;Yackel et al, 1991). Trained teams produced more independent learners that achieved far more than their untrained counterparts (Gillies & Ashman, 1996;Kramarski et al, 2002;Yackel et al, 1991).…”

Section: Benefitsmentioning

confidence: 99%

An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

Grimm¹

2004

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Small-Group Interactions as a Source of Learning Opportunities in Second-Grade Mathematics

Cited by 243 publications

References 6 publications

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Teacher Interventions Aimed at Mathematical Level Raising During Collaborative Learning

An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

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