Literaturnachweis - Detailanzeige
Autor/in | Kontorovich, Igor' |
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Titel | When Learning Stumbles upon Identity and Affect: A Loaded Student-Student Collaboration in Linear Algebra |
Quelle | In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 8, S.1526-1540 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Kontorovich, Igor') |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0020-739X |
DOI | 10.1080/0020739X.2023.2173102 |
Schlagwörter | Undergraduate Students; Cooperative Learning; Learning Processes; Computer Assisted Instruction; Mathematics Education; Correlation; Advanced Courses; Self Concept; Teaching Methods; Computer Assisted Testing; Barriers; Comparative Analysis; Foreign Countries; Problem Solving; New Zealand |
Abstract | In undergraduate mathematics education, students' collaborations have gained a reputation as a 'good' learning practice. A more complex image emerges once collaborations are construed as an arena where cognitive, social, and affective matters intertwine in ways that can fuel and impede learning. In this study, I take a close look at a twenty-minute-long interaction between two first-year students who engaged in a sequence of routine problems about dot products presented in a computer-based learning-support system. The commognitive analysis of the interaction revealed an asymmetrical structure: one student led the mathematizing, while his partner followed and invested considerable efforts to avoid making a mathematical contribution. The leader's attempts to switch positions and inquiry into the follower's recurrent refusals to mathematize entailed loaded exchanges that took a toll on both students in terms of identity and affect. I compare these findings to previous studies with school students to discuss possible sources of ineffective communication in situations where students are expected to learn through collaborations. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |