Teacher help for conceptual level raising in mathematics

Pijls, Monique; Dekker, R.; Hout-Wolters, Bernadette van

doi:10.1007/s10984-007-9032-1

Cited by 6 publications

(4 citation statements)

References 10 publications

(12 reference statements)

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“…Collaborative learning in classrooms has been researched for decades (Johnson and Johnson 2009) and is known to have a positive effect on students' learning outcomes (Kyndt et al 2014). It has been successful in promoting learning in the mathematics classroom Elshout-Mohr 1998, 2004;Pijls et al 2007;Webb 2009;Yackel et al 1991). Several studies have shown that collaborative problem-solving skills as giving and receiving explanations about mathematical content may lead to restructuring, clarification, and repairing of students' own knowledge and learning new knowledge (Webb 2009).…”

Section: Collaborative Learning and Group Compositionmentioning

confidence: 99%

“…However, it has been shown that students who were engaged in such step-by-step solving processes display superficial and fragmented mathematical knowledge and superficial mathematical reasoning (Bergqvist et al 2008). Several experimental studies have shown that it is possible to invoke learning processes that contribute significantly to students' ability to reason mathematically and that mathematical discussions in small groups can lead to mathematical level raising Elshout-Mohr 1998, 2004;Pijls and Dekker (2011); Pijls et al 2007). A major drawback of these experimental interventions is that their implementation in everyday mathematics classrooms would require substantial curriculum changes (Stein et al 2007).…”

Section: Introductionmentioning

confidence: 99%

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“Let us discuss math”; Effects of shift‐problem lessons on mathematical discussions and level raising in early algebra

et al. 2019

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We investigated whether early algebra lessons that explicitly aimed to elicit mathematical discussions (shift-problem lessons) invoke more and qualitatively better mathematical discussions and raise students’ mathematical levels more than conventional lessons in a small group setting. A quasi-experimental study (pre- and post-test, control group) was conducted in 6 seventh-grade classes (N = 160). An analysis of the interaction processes of five student groups showed that more mathematical discussions occurred in the shift-problem condition. The quality of the mathematical discussions in the shift-problem condition was better compared to that in the conventional textbook condition, but there is still more room for improvement. A qualitative illustration of two typical mathematical discussions in the shift-problem condition are provided. Although students’ mathematical levels were raised a fair amount in both conditions, no differences between conditions were found. We concluded that shift-problem lessons are powerful for eliciting mathematical discussions in seventh-grade shift-problem early algebra lessons.

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Section: Collaborative Learning and Group Compositionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“Let us discuss math”; Effects of shift‐problem lessons on mathematical discussions and level raising in early algebra

et al. 2019

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“…Thus, besides feedback on their socially collaborative skills, students may equally benefit from feedback on the content of their discussion. This balance between support on the dimensions of social and cognitive aspects remains an important direction for research (Barron, ; Pijls, Dekker, & Van Hout‐Wolters, ; Van Leeuwen, Janssen, Erkens, & Brekelmans, ; Popov, Biemans, Brinkman, Kuznetsov, & Mulder, ).…”

Section: Discussionmentioning

confidence: 99%

Are you with me or not? Temporal synchronicity and transactivity during CSCL

Popov

Leeuwen

Buis

2017

Computer Assisted Learning

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Do the simultaneous alignment of student activities (temporal synchronicity) and students successively building on each other's reasoning (transactivity) predict the quality of collaborative learning products? To address this question, we used a mixed‐method approach to study 74 first‐year university students who were randomly assigned to work in dyads on an ill‐defined problem of biodiversity collapse in tropical forests within a computer‐supported collaborative learning setting. The quantitative analysis revealed that neither temporal synchronicity nor transactivity was related to the quality of group products. The qualitative analysis of chat transcripts revealed that the variability between the groups could be explained by group dynamics, students' prior knowledge, confidence in managing the learning task, collaborative strategy and communication skills. The study findings could be used to optimize collaboration by informing students directly of their activities or the teachers that scaffold these activities. Lay Description What is already known about this topic: Collaborative learning effort is influenced by how well students coordinate their activities across time and transact on each other's ideas. What this paper adds: This study examines the relation between temporal synchronicity, transactivity and the quality of group products in the context of synchronous computer‐supported collaborative learning. Neither temporal synchronicity nor transactivity was found to be directly related to the quality of group products. Implications for practice and/or policy: Collaboration groups require socio‐cognitive support not only based on the attunement of their efforts but also based on differences within groups.

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“…Future research could aim to systematically vary the type of support students receive from the teacher. Some studies have investigated the effect of teacher guidance by purposefully instructing the teacher to focus on a specific aspect of collaboration, for example either the product versus the process of collaboration (e.g., Asterhan, Schwarz, and Gil 2012;Pijls, Dekker, and Hout-Wolters 2007). A similar methodological setup could be used to compare teacher guidance that focused specifically on one or multiple aspects of psychological need satisfaction.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Need supportive collaborative learning: are teachers necessary or do students support each other’s basic psychological needs?

Leeuwen¹,

Hornstra²,

Flunger³

2020

Educational Studies

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Some groups work together more successfully than other groups. These differences could depend on the extent to which students' basic psychological needs for autonomy, competence, and relatedness are supported during collaborative learning. The aim of the present study was to examine associations between need satisfaction and performance, and to examine whether students experience more need satisfaction and performed better if their teacher was present to offer support during collaborative learning. Students (N = 466) were randomly assigned to groups that were led by a teacher (N = 20 groups) or worked independently without teacher support (N = 129 groups). Results revealed that satisfaction of the needs for autonomy and competence was positively associated with performance, whereas relatedness satisfaction was negatively related to performance. Teacher-led groups and groups without a teacher present did not differ in need satisfaction or performance, indicating students are also able to offer each other support.

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Teacher help for conceptual level raising in mathematics

Cited by 6 publications

References 10 publications

“Let us discuss math”; Effects of shift‐problem lessons on mathematical discussions and level raising in early algebra

“Let us discuss math”; Effects of shift‐problem lessons on mathematical discussions and level raising in early algebra

Are you with me or not? Temporal synchronicity and transactivity during CSCL

Need supportive collaborative learning: are teachers necessary or do students support each other’s basic psychological needs?

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