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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
Authors: Webb, Noreen M. (ORCID 0000-0001-7346-797X), Ing, Marsha, Burnheimer, Eric, Johnson, Nicholas C., Franke, Megan L., Zimmerman, Joy
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
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Webb%2C+Noreen+M%2E%22">Webb, Noreen M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7346-797X">0000-0001-7346-797X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ing%2C+Marsha%22">Ing, Marsha</searchLink><br /><searchLink fieldCode="AR" term="%22Burnheimer%2C+Eric%22">Burnheimer, Eric</searchLink><br /><searchLink fieldCode="AR" term="%22Johnson%2C+Nicholas+C%2E%22">Johnson, Nicholas C.</searchLink><br /><searchLink fieldCode="AR" term="%22Franke%2C+Megan+L%2E%22">Franke, Megan L.</searchLink><br /><searchLink fieldCode="AR" term="%22Zimmerman%2C+Joy%22">Zimmerman, Joy</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2021 11.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 2227-7102
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  Data: 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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  Data: 2021
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  Data: EJ1297231
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    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Group Dynamics
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Problem Solving
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Student Participation
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Grade 3
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Classroom Communication
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      – SubjectFull: Behavior Patterns
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      – SubjectFull: California
        Type: general
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      – TitleFull: Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving
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