Students' Collaborative Problem Solving in Mathematics Classrooms : : An Empirical Study.

• Superior document: Perspectives on Rethinking and Reforming Education Series.
• Author: Cao, Yiming.
• Place / Publishing House: Singapore : : Springer Singapore Pte. Limited,, 2024.; ©2024.
• Year of Publication: 2024
• Edition: First edition.
• Language: English
• Series: Perspectives on rethinking and reforming education.
• Physical Description: 1 online resource (301 pages)

Table of Contents

Intro -- Preface -- Contents -- 1 Research on Collaborative Problem Solving Teaching in a Secondary School Mathematics Classroom -- 1.1 Introduction -- 1.1.1 Research Background -- 1.1.2 Research Problem -- 1.2 Literature Review -- 1.3 Methodology -- 1.3.1 Methods -- 1.3.2 Research Design -- 1.3.3 Data Collection -- 1.3.4 Data Analysis -- 1.4 The Main Research Results -- 1.4.1 Construction of Design-Based Mathematical Collaborative Problem Solving Teaching Model -- 1.4.2 Cognitive and Social Interaction During Collaborative Problem Solving in Mathematics Classrooms -- 1.4.3 Teacher Noticing and Guidance During Collaborative Problem Solving -- References -- 2 Examining Junior High School Students' Collaborative Knowledge Building: Based on the Comparison of High- &amp -- Low-Performance Groups' Mathematical Problem-Solving -- 2.1 Introduction -- 2.2 Methodology -- 2.2.1 The Main Concepts -- 2.2.2 Research Design -- 2.2.3 Sample Learning Task -- 2.2.4 Research Participants -- 2.2.5 Research Method -- 2.2.6 Analytical Framework -- 2.2.7 Research Implementation and Data Processing -- 2.2.8 Description of Reliability and Validity -- 2.3 Results -- 2.3.1 General CKB Situation -- 2.3.2 Trajectory of CKB -- 2.3.3 Level of CKB -- 2.3.4 Team Interaction of CKB -- 2.4 Discussion -- 2.5 Conclusion -- References -- 3 How Did Students Solve Mathematics Tasks Collaboratively? An Investigation of Chinese Students' Participation in Groups -- 3.1 Introduction -- 3.2 Literature Review -- 3.2.1 Students' Negotiation Process in Groups -- 3.2.2 Research on Negotiation Discourse in Mathematics Classrooms -- 3.3 Materials and Methods -- 3.3.1 Data Source -- 3.3.2 Analytical Approach -- 3.3.3 Validity -- 3.4 Results -- 3.4.1 An Overview of a Negotiative Event Chain -- 3.4.2 Participation of Group Members in the Process of Task Completion -- 3.5 Summary -- References.

4 Research on Individual Authority and Group Authority Relations in Collaborative Problem Solving in Middle School Mathematics -- 4.1 Introduction -- 4.1.1 Conceptual Framework -- 4.2 Research Design -- 4.2.1 Data Sources -- 4.2.2 Data Analysis -- 4.2.3 Coding Scheme -- 4.3 Results -- 4.3.1 Individual Authority Study Results of the High- and Low-Scoring Groups -- 4.3.2 Group Collective Authority Study Results for the High- and Low-Scoring Groups -- 4.4 Conclusion -- 4.4.1 Analysis of Individual Authority in CPS in Middle School Mathematics -- 4.4.2 Analysis of Group Authority Relations in CPS in Middle School Mathematics -- Appendix 4.1: Scores Rating Scale for CPS in Mathematics Outcomes in Middle School -- References -- 5 The Development and Use of Opportunity to Learn (OTL) in the Collaborative Problem Solving: Evidence from Chinese Secondary Mathematics Classroom -- 5.1 Introduction -- 5.2 Literature Review -- 5.3 Theoretical Framework and Method -- 5.3.1 Commognitive Approach to Study Mathematics Learning -- 5.3.2 Opportunity to Learn (OTL) -- 5.3.3 Sampling and Data Collection -- 5.3.4 Data Analysis -- 5.4 Results -- 5.4.1 Group 1 -- 5.4.2 Group 2 -- 5.5 Discussion -- 5.5.1 Type of Discourse -- 5.5.2 Type of Interactions -- 5.5.3 OTL and the Role of Student -- 5.5.4 A Summary of Factors that Influence the Development of OTL -- 5.6 Conclusion and Implications -- References -- 6 The Characteristics of Mathematical Communication in Secondary School Students' Collaborative Problem Solving -- 6.1 Introduction -- 6.2 Research Methods -- 6.2.1 Data Selection -- 6.2.2 Data Analysis -- 6.3 Study Results -- 6.3.1 Elements of Mathematical Communication in Secondary School Students' Collaborative Problems Solving -- 6.4 Discussion and Conclusion -- References -- 7 A Study of Conflict Discourse in Mathematical Collaborative Problem Solving.

7.1 Research Background -- 7.1.1 Method -- 7.1.2 Data Collection -- 7.2 Results -- 7.2.1 Analysis of Conflict Discourse Types in Mathematical Collaborative Problem Solving -- 7.2.2 An Analysis of the Overall Structure of Conflict Discourse in the Problem Solving of Group Collaborative -- 7.2.3 The Overall Linguistic Features of Conflict Discourse in Collaborative Problem Solving -- 7.2.4 Analysis of Individual Factors that Affect Students' Collaborative Problem Resolution Conflict Discourse -- 7.3 Discussion and Findings -- 7.3.1 Discussion -- 7.3.2 Conclusion -- 7.4 Implication and Contribution -- 7.4.1 The Research's Implications for Social Interaction in Mathematical Collaborative Problem Solving -- 7.4.2 Implications for the Reasonable Establishment of Collaborative Groups -- 7.4.3 Implications for Setting Scientific Mathematical Tasks Themes -- 7.4.4 Implications of Teachers' Teaching Intervention in the Process of Collaborative Problem Solving -- 7.4.5 Implications of Students' Participation in Mathematics Collaborative Problem Solving -- References -- 8 Research on Student Interaction in Peer Collaborative Problem Solving in Mathematics -- 8.1 Introduction -- 8.2 Research Method -- 8.2.1 Participants -- 8.2.2 Encoding Frame -- 8.3 Results -- 8.3.1 Verbal Interaction -- 8.3.2 Task Set Location -- 8.4 Discussion -- 8.4.1 Discussion -- 8.5 Conclusions and Implications -- References -- 9 Differences Between Experienced and Preservice Teachers in Noticing Students' Collaborative Problem-Solving Processes -- 9.1 Introduction -- 9.1.1 Factors Influencing the Quality of Collaboration -- 9.1.2 Characteristics of Teachers' Noticing in Classroom Settings -- 9.2 Method -- 9.2.1 Data Collection -- 9.2.2 Data Analysis -- 9.3 Results -- 9.3.1 Differences in the Distribution of Visual Attention.

9.3.2 Differences in the Features of Collaborative Problem-Solving Noticed -- 9.4 Discussion -- 9.4.1 Preservice Teachers Attend to More Superficial Information -- 9.4.2 Preservice Teachers Are More Concerned with Students' Misbehaviors -- 9.4.3 Preservice Teachers Focus Little on the Teaching Goal of Group Collaboration -- 9.5 Conclusions and Implications -- References -- 10 Teacher Intervention in Collaborative Mathematics Problem Solving in Secondary School -- 10.1 Introduction -- 10.2 Literature Review -- 10.2.1 Definition of Teacher Intervention in CPS -- 10.2.2 Review and Analysis of Empirical Research on Teacher-Group Interaction in China's Mathematics Classrooms -- 10.2.3 Teacher Intervention During Collaboration -- 10.3 Current Study -- 10.3.1 Research Questions -- 10.3.2 Research Design -- 10.3.3 Participants -- 10.3.4 Data Analysis -- 10.4 Results -- 10.4.1 Results of Pair Collaborative Problem Solving -- 10.4.2 Results of Group Collaborative Problem Solving -- 10.4.3 Results of the Case Study -- 10.5 Discussion -- 10.5.1 Intervention Was Generally Effective, but Limited for Heterogeneous Groups -- 10.5.2 Differences in the Level of Control of the Intervention -- 10.5.3 Interventions Based on the Understanding of the Students and Emphasis the Equality -- 10.6 Suggestions -- References -- 11 Research on the Evaluation of Students' Collaborative Problem-Solving -- 11.1 Introduction -- 11.2 Research Method -- 11.2.1 Subject and Methodology -- 11.2.2 Scientific Justification of Evaluation Criteria -- 11.3 Study Results -- 11.3.1 Results of Quantitative Statistics and Qualitative Analysis of Students' Collaborative Discourse -- 11.3.2 Results of Discourse Analysis in Student Pair and Group CPS -- 11.3.3 Level of Students' CPS Skills -- 11.3.4 Description of Discourse Analysis Results -- 11.3.5 Results of the Qualitative Study Analysis.

11.3.6 Quantitative Analysis Results -- 11.3.7 General Discussion -- 11.4 Conclusion and Implications -- 11.4.1 Discussion -- 11.4.2 Conclusion -- 11.4.3 Insights -- References -- Appendix -- Index.