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Dialectic between Forms of Variational Thinking and Forms of Collaboration in the Classroom.

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Title: Dialectic between Forms of Variational Thinking and Forms of Collaboration in the Classroom.
Authors: Díaz-Fernández, Lina Marcela1 (AUTHOR), Vergel, Rodolfo1 (AUTHOR)
Source: Schools: Studies in Education. Spring2026, Vol. 23 Issue 1, p62-89. 28p.
Subject Terms: *Third grade (Education), *Education research, Cooperation, Semiotics, Cognitive flexibility, Social interaction
Abstract: This article addresses forms of variational thinking in third-grade students in relation to forms of collaboration present in the classroom. In the first part of the document, we frame the research problem based on two elements: a review of some research trends that have been developed around variational thinking and the need to study the semiotic means of objectification that students use when solving tasks to identify the ways in which joint meanings are constructed, in relation to forms of collaboration in the classroom. Subsequently, we mention some important categories of objectification theory, which will be used as input for data analysis. The research was carried out with a group of three third-grade students from a public school, whose work and interaction allowed us to analyze the two categories of interest for this article, finding that individualistic forms of collaboration generated factual generalizations, whereas genuinely joint forms of collaboration coincided with contextual generalizations. We therefore point out that there is a dialectical relationship between forms of variational thinking and forms of collaboration. [ABSTRACT FROM AUTHOR]
Copyright of Schools: Studies in Education is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Dialectic between Forms of Variational Thinking and Forms of Collaboration in the Classroom.
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  Data: <searchLink fieldCode="JN" term="%22Schools%3A+Studies+in+Education%22">Schools: Studies in Education</searchLink>. Spring2026, Vol. 23 Issue 1, p62-89. 28p.
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  Data: *<searchLink fieldCode="DE" term="%22Third+grade+%28Education%29%22">Third grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Semiotics%22">Semiotics</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+flexibility%22">Cognitive flexibility</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink>
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  Data: This article addresses forms of variational thinking in third-grade students in relation to forms of collaboration present in the classroom. In the first part of the document, we frame the research problem based on two elements: a review of some research trends that have been developed around variational thinking and the need to study the semiotic means of objectification that students use when solving tasks to identify the ways in which joint meanings are constructed, in relation to forms of collaboration in the classroom. Subsequently, we mention some important categories of objectification theory, which will be used as input for data analysis. The research was carried out with a group of three third-grade students from a public school, whose work and interaction allowed us to analyze the two categories of interest for this article, finding that individualistic forms of collaboration generated factual generalizations, whereas genuinely joint forms of collaboration coincided with contextual generalizations. We therefore point out that there is a dialectical relationship between forms of variational thinking and forms of collaboration. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Schools: Studies in Education is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1086/740557
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        Text: English
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      – SubjectFull: Education research
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      – SubjectFull: Cooperation
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      – SubjectFull: Cognitive flexibility
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              Text: Spring2026
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