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Implementing collaborative problem-solving in primary school mathematics: action research.

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Title: Implementing collaborative problem-solving in primary school mathematics: action research.
Authors: Ferguson-Patrick, Kate1 (AUTHOR) Kate.fergusonpatrick@newcastle.edu.au, Liebech-Lien, Beathe2 (AUTHOR)
Source: Educational Research. Dec2025, Vol. 67 Issue 4, p461-482. 22p.
Subject Terms: *Action research, *Mathematics education, *Educational evaluation, *Primary education, *Teacher training courses, *Student engagement, *Inclusive education, Group problem solving
Abstract: Background: Collaborative problem-solving (CPS) is an impactful and important pedagogy in mathematics classrooms, but it is rarely used, particularly in the primary classroom. Both collaboration and problem solving have been recognised as crucial twenty-first century skills; CPS is a pedagogy which can potentially contribute to the development of both. Purpose: The study reported in this paper sought to address a notable gap in existing research – the use of CPS in primary mathematics classrooms. Focusing on a single school case study in New South Wales, Australia, it traced the journey of one team of mathematics teachers as they implemented CPS pedagogy. Drawing on the teachers' reflections following participation in two targeted professional learning sessions, the study explored the role of proactive action research and reflective practice in supporting teachers to implement CPS. Method: The study explored how the teachers reflected on their CPS implementation using two frameworks: proactive action research and reflective practice. The teachers were asked to use a cyclical process of reflection and action and to record their impressions in reflective diaries. Their data was analysed by the authors to understand their pedagogical decision-making. Findings: The data highlights the many pedagogical decisions teachers articulated through ongoing reflection which supported their students' learning. These included enhancements in teacher confidence, guiding pedagogical decision-making, and fostering inclusive, student-centred learning. Teachers developed deeper insights into student needs while adapting their roles to facilitate group regulation and collaborative engagement. Conclusion: This study shows how teachers and researchers can reflect on, learn from, and use action research to better understand the implementation of a new pedagogy. The participating teachers developed in confidence and pedagogical expertise as they implemented through a proactive action research approach. They embraced and reflected on this new pedagogy and experimented with management strategies and facilitation approaches, to build student inclusivity. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Background: Collaborative problem-solving (CPS) is an impactful and important pedagogy in mathematics classrooms, but it is rarely used, particularly in the primary classroom. Both collaboration and problem solving have been recognised as crucial twenty-first century skills; CPS is a pedagogy which can potentially contribute to the development of both. Purpose: The study reported in this paper sought to address a notable gap in existing research – the use of CPS in primary mathematics classrooms. Focusing on a single school case study in New South Wales, Australia, it traced the journey of one team of mathematics teachers as they implemented CPS pedagogy. Drawing on the teachers' reflections following participation in two targeted professional learning sessions, the study explored the role of proactive action research and reflective practice in supporting teachers to implement CPS. Method: The study explored how the teachers reflected on their CPS implementation using two frameworks: proactive action research and reflective practice. The teachers were asked to use a cyclical process of reflection and action and to record their impressions in reflective diaries. Their data was analysed by the authors to understand their pedagogical decision-making. Findings: The data highlights the many pedagogical decisions teachers articulated through ongoing reflection which supported their students' learning. These included enhancements in teacher confidence, guiding pedagogical decision-making, and fostering inclusive, student-centred learning. Teachers developed deeper insights into student needs while adapting their roles to facilitate group regulation and collaborative engagement. Conclusion: This study shows how teachers and researchers can reflect on, learn from, and use action research to better understand the implementation of a new pedagogy. The participating teachers developed in confidence and pedagogical expertise as they implemented through a proactive action research approach. They embraced and reflected on this new pedagogy and experimented with management strategies and facilitation approaches, to build student inclusivity. [ABSTRACT FROM AUTHOR]
ISSN:00131881
DOI:10.1080/00131881.2025.2571226