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The nature and role of common ground in the learning of mathematics in small-group discussions
Linneaus University, Sweden.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (M-TERM)ORCID iD: 0000-0002-3329-0177
2014 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 58, no 5, p. 609-623Article in journal (Refereed) Published
Abstract [en]

This study investigates the nature and role of common ground in group learning of mathematics by means of the analytical construct of focal projects and contextualization. The analysis investigates two students (12-13 years old) playing a dice game, where they are to distribute a set of markers based on the totals of two dice. The analysis shows how the consistency between the students’ focal projects became critical to their progression from a uniform to a non-uniform distribution of the markers. The task system and concrete manipulatives became crucial in furthering the students’ explorations. In the frame of a frequency context, we also discuss how a contextualization may restrict certain aspects of probability from coming into play during such explorations.

Place, publisher, year, edition, pages
2014. Vol. 58, no 5, p. 609-623
Keywords [en]
common ground, focal project, contextualization, small-group collaboration
National Category
Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-21942DOI: 10.1080/00313831.2013.821087ISI: 000340453100007Scopus ID: 2-s2.0-84905584771OAI: oai:DiVA.org:mdh-21942DiVA, id: diva2:656104
Available from: 2013-10-15 Created: 2013-10-15 Last updated: 2017-12-06Bibliographically approved

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Ryve, Andreas

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  • de-DE
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  • nn-NO
  • nn-NB
  • sv-SE
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Output format
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  • asciidoc
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