Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving
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| Title: | Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving |
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| Authors: | Webb, Noreen M. (ORCID |
| Source: | Education Sciences. 2021 11. |
| Availability: | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Institute of Education Sciences (ED) National Science Foundation (NSF) |
| Contract Number: | R305A100181 1919490 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education |
| Descriptors: | Group Dynamics, Cooperative Learning, Problem Solving, Mathematics Instruction, Student Participation, Elementary School Students, Grade 3, Peer Relationship, Classroom Communication, Behavior Patterns |
| Geographic Terms: | California |
| ISSN: | 2227-7102 |
| Abstract: | Compelling research evidence shows benefits for student learning from explaining one's ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the teacher was not driving the interaction. We identified multiple profiles of group interaction that yielded highly-detailed participation for some or all students in the group. These profiles varied in terms of whether students interacted in an ongoing, sustained manner or interacted periodically but not continually, whether one or multiple students initiated problem-solving strategies, and whether group members worked jointly or largely separately on their strategies. No single profile of group interaction was either necessary or sufficient to lead to highly-detailed participation for all students in the group. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2021 |
| Accession Number: | EJ1297231 |
| Database: | ERIC |
| Abstract: | Compelling research evidence shows benefits for student learning from explaining one's ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the teacher was not driving the interaction. We identified multiple profiles of group interaction that yielded highly-detailed participation for some or all students in the group. These profiles varied in terms of whether students interacted in an ongoing, sustained manner or interacted periodically but not continually, whether one or multiple students initiated problem-solving strategies, and whether group members worked jointly or largely separately on their strategies. No single profile of group interaction was either necessary or sufficient to lead to highly-detailed participation for all students in the group. |
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| ISSN: | 2227-7102 |
