Relational equity and mathematics learning: Mutual construction during collaborative problem solving
Author(s) / Creator(s)
Gutiérrez, José F.
Brown, Sarah A.
Alibali, Martha W.
Abstract / Description
We present an emerging interdisciplinary approach to the study of mathematics learning, which brings together strands from psychology and mathematics education. Our aim was to examine how students navigate the cognitive and social aspects of peer collaboration as they generate and adopt new strategies. We analyzed video data from a laboratory study involving pairs of elementary students working collaboratively to solve mathematical equivalence problems (e.g., 8 + 5 + 4 = 4 + ___). We adopted a qualitative micro-analytic approach that focused on multimodal action (i.e., verbal utterance, gesture, inscription production, body positioning, and eye gaze) to examine three cases. These cases illustrate the complex ways that students interacted in this particular context and, in some instances, attempted to teach one another. Our findings show how “relational equity” (Boaler, 2008) and mathematics knowledge were co-constructed differently in each case. We argue that a micro-analytic approach, complemented by a blending of theory from these two fields, reveals hidden aspects of the interaction that may help explain, for example, why some students generate or adopt correct strategies and others do not. As such, this interdisciplinary approach offers a rich account of the learning processes that occur in peer collaboration.
Keyword(s)
cognition mathematics learning mathematical equivalence equal sign relational equity interaction analysisPersistent Identifier
Date of first publication
2018-06-07
Journal title
Journal of Numerical Cognition
Volume
4
Issue
1
Page numbers
159–187
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Gutiérrez, J. F., Brown, S. A., & Alibali, M. W. (2018). Relational equity and mathematics learning: Mutual construction during collaborative problem solving. Journal of Numerical Cognition, 4(1), 159–187. https://doi.org/10.5964/jnc.v4i1.91
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jnc.v4i1.91.pdfAdobe PDF - 1.75MBMD5: f9e469f612e2ad00c73fff3764e441a0
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There are no other versions of this object.
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Author(s) / Creator(s)Gutiérrez, José F.
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Author(s) / Creator(s)Brown, Sarah A.
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Author(s) / Creator(s)Alibali, Martha W.
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PsychArchives acquisition timestamp2018-11-21T11:42:54Z
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Made available on2018-11-21T11:42:54Z
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Date of first publication2018-06-07
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Abstract / DescriptionWe present an emerging interdisciplinary approach to the study of mathematics learning, which brings together strands from psychology and mathematics education. Our aim was to examine how students navigate the cognitive and social aspects of peer collaboration as they generate and adopt new strategies. We analyzed video data from a laboratory study involving pairs of elementary students working collaboratively to solve mathematical equivalence problems (e.g., 8 + 5 + 4 = 4 + ___). We adopted a qualitative micro-analytic approach that focused on multimodal action (i.e., verbal utterance, gesture, inscription production, body positioning, and eye gaze) to examine three cases. These cases illustrate the complex ways that students interacted in this particular context and, in some instances, attempted to teach one another. Our findings show how “relational equity” (Boaler, 2008) and mathematics knowledge were co-constructed differently in each case. We argue that a micro-analytic approach, complemented by a blending of theory from these two fields, reveals hidden aspects of the interaction that may help explain, for example, why some students generate or adopt correct strategies and others do not. As such, this interdisciplinary approach offers a rich account of the learning processes that occur in peer collaboration.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationGutiérrez, J. F., Brown, S. A., & Alibali, M. W. (2018). Relational equity and mathematics learning: Mutual construction during collaborative problem solving. Journal of Numerical Cognition, 4(1), 159–187. https://doi.org/10.5964/jnc.v4i1.91en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1289
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1481
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v4i1.91
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Keyword(s)cognitionen_US
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Keyword(s)mathematics learningen_US
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Keyword(s)mathematical equivalenceen_US
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Keyword(s)equal signen_US
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Keyword(s)relational equityen_US
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Keyword(s)interaction analysisen_US
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Dewey Decimal Classification number(s)150
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TitleRelational equity and mathematics learning: Mutual construction during collaborative problem solvingen_US
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DRO typearticle
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Issue1
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Journal titleJournal of Numerical Cognition
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Page numbers159–187
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Volume4
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Visible tag(s)Version of Record