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.