Yıl 2014,
Cilt 4, Sayı 1,
2015-04-03

The aim of this article was to investigate students’ experience of a given mathematical problem and the types of group interaction and communication that occur when students experience a task as (a) too difficult, (b) reasonable difficult or (c) too simple. Collaborative work with mathematical problems is a commonly used teaching method but one of the difficulties for teachers is to observe the learning processes of children who are working collaboratively. Earlier research has demonstrated that the task has an influence on the group processes and the group members’ interaction. In this study we were interested in how tasks with different degree of difficulty influenced the students’ when they work in a group with mathematical problem solving tasks. Four group work sessions were documented with a video camera and we found that students’ different ways of experience a mathematical task affect the interactions processes, quality talk and certain social modes of thinking. The results show that teachers’ settings of the problem and how the students manage the interaction processes in the group were important to what competencies students were exposed to and what they thereby were able to learn

Communication; Group interaction; Group work; Mathematical competencies; Task

- (Kilpatrick et. al., 2001), it is essential to know how the selection of task affect the interaction in a group work and that different quality of talk have different impact on what learning outcomes that is possible. Talks where students are able to exchange ideas seem to give the student the opportunity to practice their adaptive reasoning.
- This study gives evidence that students experience of a task in mathematics affect the collaborative work with mathematical problems exposing different cognitive processes (cf. Säljö, 2000; Mercer, 2004). This was also shown by Rojas-Drummond et al. (2001) who argued that different types of interaction have different types of educational value for children.
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Bibtex | ```
@ { ajesi18758,
journal = {Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi},
issn = {2146-4014},
address = {Anadolu Üniversitesi},
year = {2015},
volume = {4},
pages = {35 - },
doi = {10.18039/ajesi.12753},
title = {Task Influences on Students’ Collaboration in Mathematics Teaching},
key = {cite},
author = {Frykedal, Karin Forslund and Samuelsson, Joakim}
}
``` |

APA | Samuelsson, J , Frykedal, K . (2015). Task Influences on Students’ Collaboration in Mathematics Teaching. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 4 (1), . DOI: 10.18039/ajesi.12753 |

MLA | Samuelsson, J , Frykedal, K . "Task Influences on Students’ Collaboration in Mathematics Teaching". Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi 4 (2015): <http://dergipark.gov.tr/ajesi/issue/1530/18758> |

Chicago | Samuelsson, J , Frykedal, K . "Task Influences on Students’ Collaboration in Mathematics Teaching". Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi 4 (2015): |

RIS | TY - JOUR T1 - Task Influences on Students’ Collaboration in Mathematics Teaching AU - Joakim Samuelsson , Karin Forslund Frykedal Y1 - 2015 PY - 2015 N1 - doi: 10.18039/ajesi.12753 DO - 10.18039/ajesi.12753 T2 - Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi JF - Journal JO - JOR SP - 35 EP - VL - 4 IS - 1 SN - 2146-4014- M3 - doi: 10.18039/ajesi.12753 UR - http://dx.doi.org/10.18039/ajesi.12753 Y2 - 2019 ER - |

EndNote | %0 Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Task Influences on Students’ Collaboration in Mathematics Teaching %A Joakim Samuelsson , Karin Forslund Frykedal %T Task Influences on Students’ Collaboration in Mathematics Teaching %D 2015 %J Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi %P 2146-4014- %V 4 %N 1 %R doi: 10.18039/ajesi.12753 %U 10.18039/ajesi.12753 |

ISNAD | Samuelsson, Joakim , Frykedal, Karin Forslund . "Task Influences on Students’ Collaboration in Mathematics Teaching". Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi 4 / 1 (Nisan 2015): 35-. http://dx.doi.org/10.18039/ajesi.12753 |