"I Am Part of the Group, the Others Listen to Me": Theorising Productive Listening in Mathematical Group Work

Autor/inn/en	Sjöblom, Marie; Meaney, Tamsin
Titel	"I Am Part of the Group, the Others Listen to Me": Theorising Productive Listening in Mathematical Group Work
Quelle	In: Educational Studies in Mathematics, 107 (2021) 3, S.565-581 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sjöblom, Marie) ORCID (Meaney, Tamsin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10051-2
Schlagwörter	Group Activities; Listening; Problem Solving; Secondary School Mathematics; Secondary School Students; Foreign Countries; Models; Sweden + Suchen Sie Ihr Suchwort? Gruppenaktivität; Hörvorgang; Zuhören; Problemlösen; Sekundarschüler; Ausland; Analogiemodell; Schweden
Abstract	Although group work is considered beneficial for problem solving, the listening that is needed for jointly solving mathematical problems is under-researched. In this article, the usefulness of two communication frameworks for understanding students' listening is examined, using data from an educational design research study in an upper secondary mathematics classroom in Sweden. From the analysis, it was apparent that these frameworks did not provide sufficient information about the complexity of listening in this context. Consequently, a new framework, "productive listening," is described which focuses on observable features connected to students' ability to show willingness to listen and to request listening from others. This framework included the purpose for listening, connected to problem-solving stages, and social aspects to do with respecting the speaker's contribution as being valuable and feeling that one's own contribution would be listened to. These two aspects are linked to socio-mathematical norms about expecting to listen to others' mathematical thinking and to ask clarifying questions about this thinking. By using this framework on the data from the earlier study, it was possible to better understand the complexity of listening in group work about mathematical problem solving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01