“So what are we working on?”: how student authority relations shift during collaborative mathematics activity

Langer-Osuna, Jennifer M.; Munson, Jen; Gargroetzi, Emma; Williams, Immanuel; Chavez, Rosa

doi:10.1007/s10649-020-09962-3

Cited by 23 publications

(15 citation statements)

References 24 publications

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“…We apply the framework to open-ended tasks that utilise real-life contexts, or namely, other contexts than mathematics (Beswick, 2011;Jurdak, 2006;Yeo, 2017). As such, our study supplements earlier research on, for example, shared authority (Langer-Osuna et al, 2020;Langer-Osuna, 2018) in this novel context of open-ended real-life tasks. Furthermore, we empirically test the framework with small groups of four students rather than pairs as in the original article.…”

Section: Introductionmentioning

confidence: 73%

“…Heterogeneous student groups and novel task designs have been shown to enable reimagining agentic positions for students who are traditionally seen as underachievers (Esmonde & Langer-Osuna, 2013;DeJarnette & González, 2015). Focusing on students' authority in mathematics, Langer-Osuna et al (2020) found out that while students were able to share both social and intellectual authority in mathematics, it was social authority that was more malleable and dynamic.…”

Section: Student Agency In Mathematics Collaborative Problem-solvingmentioning

confidence: 99%

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What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

2021

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The important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between “mathematical” and “non-mathematical” discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students’ agency by framing their contribution as invalid. Finally, we discuss the need to reframe “mathematical” arguments—and indeed student agency—while the task at hand is open-ended and concerns real-life contexts.

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Section: Introductionmentioning

confidence: 73%

Section: Student Agency In Mathematics Collaborative Problem-solvingmentioning

confidence: 99%

What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

2021

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“…Authentic tasks motivate students to persevere despite any difficulty in understanding the concepts because the value of the assignment extends beyond a mere demonstration of skills; they allow students to demonstrate comprehensive intelligence, thus making them more involved in a realistic goal. Such tasks often require students to collaborate without direct guidance by the teacher (Chan & Clarke, 2017;Langer-Osuna et al, 2020;Langer-Osuna, 2018;Yeo, 2017). Students in classes stressing authentic achievement tend to be more involved in the learning process.…”

Section: "Three-stage" Alternative Assessmentmentioning

confidence: 99%

“Three-Stage” Alternative Assessment

Ilany¹,

Shmueli²

2021

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The changing approach to teaching mathematics in recent years has led to a need for more appropriate assessment tools. We offer herein a "Three-Stage Assessment" tool composed of a group test, a class discussion, and an individual test whose value lies in the way it adapts the assessment process to meet the changes in contemporary teaching practices, which tend to place more focus on collaborative learning. This tool has been designed to assess pre-and in-service teachers' (in this article they will be referred to as students) knowledge in the collaborative classroom setting. The tool was used to assess 34 pre-and in-service teachers who participated in a course entitled "Geometry and Teaching Geometry." We examined its effectiveness in assessing the students' knowledge: both demonstrating their individual skills and taking into account the diversity that exists in group work. The findings show that the tool generally reflects the students' knowledge of the material, and effectively assesses their understanding of mathematical concepts and methodical knowledge. Furthermore, experience with the tool offered them an example of how to adjust the assessment process to individual teaching situations. We also collected feedback from the students regarding the tool's efficacy. The feedback indicated that the students found it useful and might utilize such a tool to assess their pupils.

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“…이렇게 수학 교실에서 교사에게만 권위가 제한되어 있는 경우 교사는 학생 반응들의 합법성을 결정하는 유일한 존재 가 되고, 동시에 학생의 역할은 오직 수동적으로 교사가 바라는 대답만을 하거나 교사의 의견에 복종하는 것에 제한 되어 학생의 탐구 학습 및 학습 기회가 제한될 위험이 있다 (Cobb et al, 2009;Langer-Osuna et al, 2020). 또한 권 위가 교사에게만 분배되어 수업의 방향을 오직 교사만이 결정하는 상황에서는 수학적 창의성이 발현되기 힘들다는 점도 알려져 있다 (Lee et al, 2022).…”

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“…이러한 문제들을 해결하기 위해 서는 교사가 권위를 독점하지 말고 학생에게도 공유해야만 한다 (Cobb et al, 2009). 교사는 학생에게 아이디어를 스 스로 조사하도록 하고, 자신의 아이디어를 정당화하도록 하거나 여러 수학적 아이디어를 연결하도록 하는 등의 특수 한 담론적 조치를 취해 권위를 학생에게도 공유할 수 있다 (Langer-Osuna et al, 2020). 이렇게 학생 역시 행위성을 발휘하여 수업의 방향을 교사와 함께 결정하는 상황에서는 학생이 수학적 창의성을 발현하며 수학적 탐구를 행할 수 있다는 점이 알려져 있다 (Cobb et al, 2009;Lee et al, 2022).…”

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A Study on Instructional Organization and Authority Distribution of Mathematics Teachers in the ICT Environment

Moon

Kim

2022

Kor Soc Edu Stu Mathematics -J Edu Re Mathematics

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Extant literature on mathematics instruction in the ICT environment has reported its potential and the role of teachers. However, there is a paucity of literature regarding how teachers specifically organize the use of ICT instruments in instruction and distribute authority with and for students during mathematical discussion. This study analyzes the instructional organization and practices in Korea that promote students' inquiry-based learning in an ICT environment by using the framework of instrumental orchestration. This framework considers how teachers utilize various artefacts and adjust teaching to promote students' learning. In addition, the study examines how teachers distribute authority in the classroom to promote students' inquiry activities. The study reports different types of instrumental orchestration and compares the distribution of authority in four teachers' classes. The study also discusses implications for inquiry-based learning in ICT environments.

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“So what are we working on?”: how student authority relations shift during collaborative mathematics activity

Cited by 23 publications

References 24 publications

What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

“Three-Stage” Alternative Assessment

A Study on Instructional Organization and Authority Distribution of Mathematics Teachers in the ICT Environment

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